MAY  7  1913  _^ 


BV  1520  .S54  1911 

Smith,  William  Walter,  1868- 

1942. 
The  Sunday-school  of  to-day 


The  Sunday-School  of  To-Day 


(       MAY    7  19 

The  ^^^ic/L  %^ 


Sunday-School  of  To-Day 


A  COMPENDIUM   OF    HINTS  FOR 
SUPERINTENDENTS  AND  PASTORS 


ySy  the 
Rev.  PFm.  WALTER  SMITH,  A.B.,  A.M.,  M.D. 

Author  of '■'A  Compreheusive  Text  Book  of  Religious  Edu- 
cation,''' "  Sunday-School  leaching,"  "  Christian  Doc- 
trine," "  The  Making  of  the  Bible,"  "  From  the  Exile  to 
the  Advent," ''  The  Sunday-School  Problem    Solved,"  etc. 

With  a  Special  Chapter  on  Sunday-  School  Architecture 
By  CHARLES  WILLIAM  STOUGHTON,  A.  L  A. 

And  an  Introduction  by  the 

Rev.  LESTER  BRADNER,  Ph.  D. 

Chairman  of  the  Executive  Committee  of  the  General  Board 

of  Religious   Education. 

FULLY  ILLUSTRATED 


New      York  Chicago  Toronto 

Fleming     H.     Revell    Company 

London  and  Edinburgh 


Copyright,  19  n,  by 
FLEMING  H.  REVELL  COMPANY 


New  York:  1158  Fifth  Avenue 
Chicago:  125  North  Wabash  Ave. 
Toronto:  25  Richmond  Street,  W. 
London:  21  Paternoster  Square 
Edinburgh:       100    Princes    Street 


Dedicated  to 

my  loving  Mother,  zvhose  high 
Ch7^istiaii  principles  and  altru- 
istic service  to  inankind  are  an 
example    and    an    inspiration 


Introduction 
By  Rev.  Lester  Bradner,  Ph.  D. 

THE  followiug  pages  should  form  a  diagnosis 
chart  for  the  enterprising  and  even  the  non-en- 
terprising Sunday-school  worker.  The  writer 
is  a  "Sunday-school  Doctor  "  of  long  experience— just  as 
the  college  student  is  measured  by  the  college  physician 
and  his  chart  made  out  on  the  basis  of  physical  standards, 
so  a  good,  healthy  Sunday-school  may  wisely  check  itself 
up  against  the  standards  noted  in  this  book.  It  is  worth 
our  while  to  see  how  we  measure  up  with  advancing 
ideals  of  our  own  day.  Still  more  is  such  a  diagnosis 
sheet  valuable  to  the  Sunday-school  which  falls  short  of 
vigorous  life.  Here  can  be  discovered  where  the  weak- 
ness of  such  a  school  lies,  and  what  needs  to  be  done  for 
its  correction. 

One  of  the  misfortunes  of  many  a  Sunday-school  is  its 
isolation.  Its  teachers  and  officers  are  aware  that  it  is 
not  all  they  could  wish,  but  they  are  unacquainted  with 
the  possibilities  which  large  experience  suggests.  They 
are  doing  what  they  have  always  done,  because  they  have 
no  opportunities  of  comparison.  For  such  the  perusal  of 
these  pages  will  be  an  inspiration.  There  is  no  greater 
assistance  and  encouragement  than  to  be  conscious  of  a 
wide  movement  on  which  one  may  lay  hold  and  be  sup- 
ported in  his  lonely  efforts.  To  many  a  worker  these 
chapters  will  bring  just  such  encouragement.  There  is 
a  most  wonderful  stirring  of  the  nation's  life  in  the  di- 
rection of  religious  education,  and  the  suggestions  made 

5 


6  INTRODUCTION 

ill  this  book  are  tlie  result  of  it.  If  we  place  ourselves  in 
touch  with  the  movement,  we  shall  receive  both  its  bene- 
fit and  its  inspiration. 

Let  no  one  be  discouraged  by  the  wealth  of  suggestions 
herein  contained.  It  is  no  criticism  of  a  store  that  it 
carries  a  wide  variety  of  goods.  Let  us  have  patience  to 
find  the  particular  suggestion  which  bears  upon  our  local 
need.  Efficiency  comes  not  by  doing  all  the  things  which 
every  one  else  does,  but  by  equipping  ourselves  to  do  our 
own  work  in  the  best  fashion.  And  after  all,  it  is  details 
in  which  excellence  is  measured. 

Particularly,  let  not  the  worker  in  the  small  school  feel 
that  these  pages  are  of  importance  only  to  the  large 
school  with  a  bountiful  treasury.  Probably  seven-eighths 
of  all  the  Sunday -schools  in  the  country  are  small  schools. 
Efficiency  should  be  as  much  an  aim  for  them  as  for  the 
other  eighth.  And  modern  methods  and  equipment  are 
possibilities  for  all.  If  by  reason  of  local  circumstances 
a  school  cannot  be  large  in  numbers,  the  more  heed  should 
be  given  to  the  improvement  of  its  quality.  And  the 
principles  which  Dr.  Smith  describes  are  applicable  in 
the  small  as  well  as  in  the  large.  Excellence  of  method 
is  in  most  cases  a  solid  foundation  for  enthusiasm.  And 
enthusiasm  can  make  a  school  grow  far  beyond  expecta- 
tion. The  hope  of  religious  education  in  the  large  really 
lies  in  the  character  of  the  work  done  in  the  smaller 
schools. 

We  predict  a  career  of  great  usefulness  for  this  new  ad- 
dition to  the  literature  of  Sunday-school  efficiency. 

Providence^  B.  L 


Foreword 

THIS  handbook  is  designed  to  act  as  a  companion 
volume  to  the  larger  book  on  Child  Study,  Ke- 
ligious  Pedagogy,  and  the  History  of  the  Sun- 
day-school, known  as  "Keligious  Education,"  by  the 
same  author.  The  former  is  for  the  teacher  and  worker  ; 
this  book  is  for  the  pastor,  the  superintendent,  the  officers, 
and  council. 

Some  of  the  suggestions  have  been  originally  published, 
though  in  briefer  form,  in  The  Churchman^  to  whom  credit 
is  duly  given.  Appreciation  is  also  accorded  to  the  Rev. 
Lester  Bradner,  Ph.  D.,  who  has  written  the  introduction  ; 
to  Mr.  Charles  W.  Stoughton,  the  author  of  Chapter  II, 
and  to  the  Rev.  Robert  P.  Kreitler,  who  has  carefully 
reviewed  the  entire  manuscript  and  furnished  many  val- 
uable suggestions. 

w.  w.  s. 


Contents 


15 


I.  The  Principles  and  Basis  of  the  Modern  Sunday- 

School  ....... 

"  When  is  a  School  Not  a  School  ?  " — What  the  Sun- 
day-School is  Not — What  the  Sunday-School  Is — 
This  Gives  Us  a  Working  Definition  Which  We 
Might  Call  Our  Educational  Ideal — Buildings- 
Graded  Schools — Better  Trained  Teachers— Methods. 

II.  The  Housing  of  the  Church  School  .  .  '33 

The  Church  Schoolrooms  and  the  Parish  House — 
The  "  Akron  Plan  " — Conditions  Imposed — Style — 
Design — Arrangement — Types  of  Construction — Cir- 
culation Through  the  Building— Halls — Stairs — Di- 
visions into  Class  and  Meeting  Rooms — Doors — 
Screens — Curtains — Lighting — Ventilation — Devel- 
opment of  a  New  Type  of  Church  House. 

III.  The  Detailed  Equipment  of  an  Up-To-Date  Sun- 

day-School Building      .  .  .  .  .61 

The  Kindergarten  Rooms — The  Primary  Rooms — 
The  Typical  Individual  Room. 

IV.  The  Graded  Sunday-School       ....        75 

What  is  a  Graded  School  ? — Principles  of  Grading — 
The  Only  Intelligent  Way  to  Grade  a  Sunday-School 
— Home  Cooperation — How  to  Gain  It — A  Sample 
Letter — How  to  Grade  a  Small  School — The  Prin- 
ciples of  a  Well-Rounded  Curriculum — The  Curric- 
ulum of  the  New  York  Sunday-School  Commission 
— The  Order  of  Studies — Subjects  Suggested  in  a 
Curriculum — The  Fever  of  Unrest — The  Psychology 
of  the  Text  Book— The  Best  System  of  Text  Books 
— The  Plan  of  the  Text  Book — Recommended  Text 
Books  and  Systems. 

V.  The  Organization  of  the  Church  School  .      103 

A  Frank  Statement — The  Aim — Size  and  Numbers — 
System  and  Order — A  Summary  of  the  Aims — The 

9 


lo  CONTENTS 

Organization  —  The  Superintendent's  Work — His 
Method — The  Supervisor  of  Instruction,  or  Principal 
— Tlie  Secretarial  Force — Superintendent  of  Absen- 
tees—  Proper  vs.  Destructive  Ideals  in  Giving — 
The  School  Council. 


VI.  The  Most  Effective  Routine  System         .         .      133 

Entering  the  New  Scholar — Records  for  the  Absentee 
"  Folio vv-Up  "  System — Home  Reports — Parents' 
Meetings — Incentives  for  Attendance. 

VII.  Plans  That  Work 151 

The  Font  Roll— The  Home  Department— Clubs  and 
Organizations — Manual  Work— How  to  Win  Bad 
Boys  and  Prevent  the  '<  Leak  at  the  Top  "—Named 
Classes — Private  Worship  by  the  Scholars,  and 
Definite  Traming  Therein — Reward  Systems  :  Their 
Ethical  and  Practical  Values — Correlation  of  Sunday- 
School  and  Church  Attendance — Making  the  Walls 
«  Talk  " — The  Stereopticon  Lantern  in  the  Sunday- 
School — Examinations — Examination  Days. 

VIII.  Summer     Hand-Grips     In    the     Sunday-School 

World — How  Not  to  Lose  Touch  With  the 
Scholars  During  Vacation     .  .  .  .      i88 

A  Special  Summer  Session,  With  Short  Courses  of  Its 
-  Own — A  Summer  Assemblage  With  Addresses  to 
the  Whole  School— Home  Study  Each  Week,  With 
School  Credits — Vacation  Credits  in  Other  Scliools — 
Daily  Bible  Readers'  League — Pledges  to  Weekly 
Attendance  at  Church  Service — An  Annual  Sunday- 
School  Excursion — Summer  Camps  for  Sunday- 
School  or  Choir — Festivals,  Entertainments,  etc. — 
The  Touch  of  Individual  Teachers. 


IX.  How   TO  Start  the   School   Machinery   Under 

Full  Steam  on  Rally  Day     .  .  .  .196 

Building    Up    an    Atmosphere — Practical   Methods  for 

Rallying  the  School — The  Sunday-School  Follow-up 

System. 

X.  Teachers  and  Teacher  Training         .  .  .     202 

How  to  Secure  Efficient  Teachers — Securing  New 
Teachers — How  to  Get  Teachers  to  Train — Types 
of  Teacher  Training. 


CONTENTS  II 

XI.         How  TO    Produce    Efficient    Results  from  the 

Sunday-School      .  .  .  .  .  .211 

Results,  the  Fundamental  Principle — Machinery  in  It- 
self Will  Not  Yield  Results — How  the  Principle 
Works — National  Ideals — The  Social  Spirit. 


215 


XII.       A  National  Church  Organized 

The  Unfortunate  Origin  of  the  Sunday-School — Our 
Chaotic  Condition — The  Commission  Movement — 
The  National  Organization — Week  Day  Religious 
Instruction  —  Increase  in  Religion  —  The  Public 
School  Situation — Week  Day  Church  Schools — Use 
of  Public  School  Buildings — How  Some  Have 
Solved  the  Problem. 


Bibliography    .......      224 

Index       ...         ^         ...  .     226 


Illustrations 


Page 

35 

37 
39 
41 
43 
45 
47 


A  Small  Parish  House  for  a  Country  Town 

A  Parish  House  for  a  Church  in  a  Small  Town 

A  Country  Church,  Parish  House  and  Manse    . 

A  City  Church,  Rectory  and  Parish  House 

A  Town  Church,  Rectory  and  Parish 

A  Church  on  an  Interior  City  Lot    .... 

The  Broadway  Tabernacle  Church,  New  York 

The   Broadway    Tabernacle    Church,   New  York   (another 

view)          ........  49 

Typical  Plan  of  the  School  Wing  of  a  Parish  House  .          .  54 

A  Y.  M.  C.  A.  Building 59 

A  Coloured  Wall  Picture          .          .          .          .          .          .  6z 

A  Cloth  Wall  Chart  (Apostles'  Creed)      ....  63 

A  Cloth  Wall  Chart  (The  Lord's  Prayer)           ...  64 

A  Cioth  Wall  Chart  (The  Ten  Commandments)        .          .  65 

A  Kindergarten  Table     .......  66 

The  Mosher  Hygienic  Kindergarten  Chair          .          .          ,  6"] 

A  Tilting  Sand  Table 68 

The  Story  of  Easter  Morning            .          .         Opposite  page  69 

Types  and  Sizes  of  Wall  Blackboards         .                "       **  69 
A  Revolving  Standard  Blackboard     .          .          .         -.          .69 

A  Desk-Armchair            .......  70 

A  Cloth  Wall  Chart   (Twenty-Third  Psalm)      .  .  .71 

A  Cloth  Wall  Chart  (The  Beatitudes)       .  .  .  .72 

A  Kindergarten  Table     ....         Opposite  page  72 

Seating  Plan  of  a  Class  ....                «       «  72 

A  Teacher's  Table          ....                «       «*  ^2 

Another  Teacher's  Table  (Folding)           .                «       «<  72 

The  Folding  Hexagonal  Class  Table          .                «       «  ^2 

A  Wall  Blackboard  Drawing  Map    .          .                «        «  72 

A  Multi-Illuminant  Stereopticon        .          .                *<        <«  ^2 
The  Commission  Revolving  and  Tilting  Sand 

Table "        **  72 

A  Hand  Stereoscope       ....                <<       «  ^2 


14 


ILL  USTRA  TIONS 


The  Class  Hymn  Board  ..... 

The  School  Aim 

The  Class  Motto 

The  Best  Enrollment  System  ..... 

The  Best  Roster  Card     ...... 

The  Best  Class  Book 

A  Resultful  Record  Card  for  Those  Who  Prefer  Card  System 

Membership  Card  ...... 

Special  Rules  of  the  School      ..... 

Reply  Post  Cards  (Used  for  One  Week's  Ab- 
sence)        .....         Opposite  page 

Vacant  Chair  Post  Cards  (Used  for  Two  Weeks* 

Absence),  Younger  Pupils     .  .  «       « 

Vacant  Chair  Post  Cards  (Used  for  Two  Weeks* 

Absence),  Older  Pupils  .  .  <f       « 

The  Messenger  Blank     ..... 

Absentee  Calling  Card    ..... 

Weekly  Report      ...... 

Report  Form  for  City  Schools 

Report  Form  for  Country  Schools     . 

The  School  Register  Appeals  to  the  School  Spirit 

Banner  Classes  Reach  the  Class  Spirit 

The  Weekly  Appeal  of  the  Star  Class  Roll 

The  Religious  Picture  Appeals  to  the  Individual  Spirit 

The  Roll  of  Honour  for  Those  Bringing  in  New  Pupils 

Application  for  Membership    . 

Membership  Certificate  .... 

Home  Department  (Report  and  Collection) 

Rules  of  the  Home  Department 

Visitor's  Record  (Home  Department) 

Visitor's  Record  (Reverse  Side) 

Member's  Record  Card  (Home  Department) 

Home  Department  Record  Book 

Visitor's  Quarterly  Report  (Home  Department) 

Prayers  for  Very  Young  Children     . 

Prayers  for  Grammar  Grades   . 

Prayers  for  Senior  and  Adult  Grades 


THE    PRINCIPLES    AND    BASIS   OF   THE 
MODERN  SUNDAY-SCHOOL 

<'^  "^  THEN  is  a  School  Not  a  School  ?  When  it 
% /\  /  is  a  /8'imcZa?/-scliool."  Such  was  the  terse 
T  T  comiudrum  of  not  more  than  a  decade  ago. 
But  a  revolution  has  burst  upon  us,  a  revolution  due  to 
the  uprising  of  the  child — the  child  meeting  his  needs  and 
interests. 

The  purpose^  or  aim,  or  object  of  the  school  lies  at  the 
bottom  of  all  right  education.  It  is  because  the  aim  of  the 
Sunday-school  has  not  been  clear  heretofore  that,  iu  so 
many  cases,  the  Sunday-school  has  been  a  failure.  The 
great  discovery  of  the  past  century  has  been  the  discoveiy 
of  the  child.  Before  that  there  were  but  two  factors  in 
education  :  the  teacher  and  the  material.  Since  the  days 
of  the  educational  reformers  there  have  been  three  fac- 
tors :  the  teacher,  the  material  and  the  child.  With  the 
discovery  of  the  child  came  a  new  realization  of  educa- 
tion. The  standpoint  altered.  There  are  still  many  one- 
sided or  partial  aims  dominating  some  persons  which, 
when  pursued,  give  a  very  imperfect  and  unsatisfactory 
education. 

The  child  is  the  same  being  in  Sunday-school  for  the 
hour  once  a  week,  that  he  is  in  public  school  for  the  five 
hours  a  day,  five  days  a  week.  His  brain  is  the  same, 
his  methods  of  working  it  the  same,  his  power  of  appre- 
hending truth  the  same.  The  self-assertion  of  the  child 
towards  better  ways  in  religious  teaching  has  wrought 
this  revolution. 

15 


i6       THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

What  the  Sunday-School  is  Not.  There  Lave  been 
rnauy  false  aims  set  for  the  Suuday -school  aud  its  work, 
which,  by  their  very  iusufficieucy  aud  oue-sidedoess, 
have,  heretofore,  lowered  the  toue  of  the  Sunday-school, 
or  have  at  best  offered  no  incentive  for  betterment. 
Perhaps  we  can  best  come  to  a  consciousness  of  what  the 
Sunday-school  is,  or  should  be  in  the  modern  movement 
by  stating  for  a  moment  wliat  it  is  7iot. 

1.  It  is  not  the  children's  church.  It  can  never  and 
should  never  take  the  place  of  public  worship,  "the  as- 
sembling of  ourselves  together. ' '  The  element  of  worship 
should  be  reduced  to  the  lowest  consistent  place.  Let  the 
children  consider  themselves  a  part  of  the  general  con- 
gregation, coming  with  their  families  to  the  united  wor- 
ship of  the  Lord's  Day  aud  the  daily  services,  taking 
their  special  part,  and  being  trained  just  as  definitely  in 
the  habit  of  public  worship  as  in  the  habit  of  truthfulness 
or  politeness.  In  many  churches  it  becomes  imperative, 
from  circumstances,  either  in  the  homes  or  in  the  nature 
of  the  services,  to  provide  a  children's  service.  The 
training  in  the  entire,  unmutilated  servace  is  the  ideal 
thing.  Unfortunately,  we  do  not  live  in  an  ideal  age. 
At  any  rate,  the  school  is  not  the  children's  service,  and 
is  not  for  worship.  We  shall  deal  with  this  point  fully 
in  a  later  chapter. 

2.  It  is  not  a  ^^  revival  serviced  There  is  little 
danger,  however,  of  that  element  in  our  general  Sunday- 
school.  The  danger  is  that  of  the  other  extreme  : — cold- 
ness, formalism,  lack  of  heart,  head  work  rather  than 
heart  work. 

3.  It  is  not  a  combination  of  social  clubs.  Certainly, 
the  ''group  feeling"  is  to  be  wisely  made  use  of ;  and 
high  success  will  attend  the  formation  of  each  class  into 
a  ''club"  or  a  named -class  (as  those  bearing  particular 
mottoes  or  named  after  missionary  heroes,  etc.),  at  the 


PRINCIPLES  OF  THE  SUNDA  Y-SCHOOL    1 7 

^'gaug"  or  "set"  age,  in  later  childhood  aud  early  ado- 
lescence J  but  this  is  not  to  make  the  work  of  the  class 
in  religious  education  of  the  nature  of  a  social  gather- 
ing, for  gossip,  baseball  talk,  dress-conversation,  readiug 
story-books,  or  telling  of  jokes.  The  public  school  does 
not  descend  to  trifles  that  occupy  the  attention  of  too 
many  Sunday-school  classes. 

If.  It  is  not  a  free-nursery^  where  irritated,  selfish 
parents  may  send  their  children  to  be  rid  of  them.  There 
have  been  plenty  of  instances  of  children  going  to  two 
Sunday-schools  a  day,  each  of  a  different  religious  pro- 
fession. 

5.  Lastly^  the  Sunday -school  is  not  a  lottery.  Very,  very 
mauy  parents  consider  it  such,  however,  though  they 
would  not  confess  it,  even  to  themselves.  They  plan 
very  carefully  what  ' '  it  will  pay  them. ' '  Often  it  is 
said  :  "I  will  send  my  child  to  your  school,  because  he 
did  not  get  a  nice  present  at  Christmas  where  he  went 
last  year."  The  crowded  school  immediately  preceding 
Christmas  and  the  dropping  off,  after  that  present-giving 
season  has  passed,  is  proverbial.  The  schools  fill  up 
again  a  month  before  the  excursion,  the  trips  to  the 
fresh  air  homes,  the  distribution  of  coal,  clothing,  etc. 
Mauy  poor  families  develop  a  most  marvellous  concern 
for  religion  and  the  salvation  of  their  children  by  bap- 
tism and  Sunday-school,  when  they  learn  that  the  church 
pays  rents,  supplies  coal,  food  and  clothing.  This  idea 
should  be  forever  and  entirely  eliminated  from  the  Sun- 
day school.  Let  the  faithfulness  and  general  claim  of 
the  family  determine  relief,  with  due  regard  to  the  fact 
that  "the  households  of  faith"  have  prior  claim  (prior 
only)  to  others  outside  the  pale  of  the  membership  of 
that  church.  Let  the  token  at  the  birthday  of  the  Christ- 
child  be  but  a  token,  not  of  munificence  enough  to  create 
a  scramble.     It  is  all  very  well  to  * '  make  the  Sunday- 


1 8      THE  SUNDAY-SCHOOL  OF  TO-DAY 

school  attractive,"  to  use  ''bait"  iu  fishing  for  Christ; 
but  beware  lest  we  make  Christ  aud  His  religiou  to  be 
despised. 

Iu  stating  wlmt  tlie  Sunday -school  is  we  must  again  be 
careful  that  our  scope  be  comprehensive  aud  not  partial 
aud  incomplete. 

Some  have  considered  that  education  was  for  "infor- 
mation only,"  aud  have  over-emphasized,  therefore,  this 
goal  in  their  selection  of  material.  If  the  aim  of  educa- 
tion be  more  knowledge,  then  the  success  of  a  school  will 
be  measured  by  the  rapidity  with  which  the  pupils  in- 
crease their  stock  of  learning.  Attention  will  be  paid 
to  mere  details  and  facts  of  knowledge.  The  children 
will  become  encyclopedias  of  general  information.  Like 
the  products  of  many  of  our  young  ladies'  "finishing 
schools,"  they  will  have  a  smattering  of  a  great  many 
thiugs,  thorough  knowledge  of  none,  and  no  vital  prin- 
ciples. When  knowledge  comes  first,  true  righteousness 
and  the  whole  range  of  virtues  are  minimized  or  set  aside. 

Others  would  claim  that  the  chief  essential  in  educa- 
tion is  "power."  If  power  be  sought,  then  the  doing 
side  must  be  emphasized  aud  a  general  enlargement  of 
the  narrow  range  of  information  be  adopted.  As  Coe 
has  put  it:  "Instead  of  the  clear,  cold  logic-engine, 
which  mere  intellectualism  regards  as  the  proper  prod- 
uct of  education,  the  drift  of  popular  thought  is  now 
towards  another  kind  of  mental  engine,  the  kind  that 
keeps  the  practical  machinery  of  life  in  motion." 

Average  Sunday-school  teachers  are  very  apt  to  select 
some  one  aim  in  religious  education  and  over-emphasize 
it.  One  school  over-stresses  a  catechism  and  subordi- 
nates the  other  elements  of  a  well-rounded  education  to 
the  study  of  this  formula  of  the  faith.  Another  school 
pays  little  regard  to  the  catechism  and  holds  the  essen- 
tial of  the  school  to  be  a  knowledge  of  the  Bible,  and  will 


PRINCIPLES  OF  THE  SUNDA  Y-SCHOOL    19 

test  the  results  of  the  teacher's  work  by  the  examinatious 
held.  Still  another  school  gauges  the  efficiency  of  the 
Suuday-school  by  the  number  brought  to  Christ  in  con- 
firmation, or  its  equivalent,  and  will  expect  a  direct 
ratio  between  the  Sunday-school  and  the  confirmation 
class. 

All  these  aims  are  partial  and  imperfect.  Education 
is  a  broader  aud  wider  thing  than  any  one  or  two  of 
these  elements  would  indicate.  We  are  concerned  with 
the  whole  child,  the  whole  man,  in  his  attitude  towards 
life,  not  merely  with  his  attitude  towards  the  Sunday- 
school  class,  or  towards  religion,  or  towards  the  Church. 

What  the  Sunday-School  Is.    Theoretically,  the  day- 
school  should  supply  an  all-round  education,  covering 
the  five  lines  of  a  fully  educated  man.     In  Germany  it 
does  this.     Dr.  Garmo,  in  his  lecture  on  ''The  Principles 
of  Religious   Educatiou,''   deals   fully  with   this  point. 
Eugland  has  a  pretty  thorough  system  in  her  common 
schools.     France  omits  it  altogether ;  but  gives  Thursday 
as  a  free-day,  a  holiday  (holy  day  in  the  right  sense  of 
the  term),  for  private  sectarian  or  confessional  instruc- 
tion,   in    connection   with    the    churches.     The   TJDited 
States,  ever  since  the  final  ruling  of  the  Wisconsin  court, 
has  excluded  definite  religious  teaching  from  the  com- 
mon schools;  in  some  states,   however,  permitting  the 
reading  of  the  Bible  without  comment.     The  only  place 
at  present  (unless  religious  education  be  restored  to  the 
day-schools)  where  such  part  of  man's  educational  equip- 
ment can  be  secured  is  the  Sunday-school.     The  Sunday- 
school,  first  and  foremost,  then,  is  to  be  a  scliool  in  char- 
acter, that  is,  its  primary  object  is  to  be  instruction- 
religious  education.     Therefore  we  set  a  threefold,  defi- 
nite, specific  aim  or  object  for  the  Sunday-school.      1.  It 
should  give  a  general  religious  education,   covering  a 


20       THE  SUNDAY-SCHOOL  OF  TO-DAY 

wide  field  of  subject-matter.  2.  It  should  inculcate 
sound  ethics  and  impart  the  particular  doctrinal  mate- 
rial which  belongs  to  the  particular  interpretation  of  the 
Bible  which  it  represents.  3.  It  should  bring  the  chil- 
dren to  Christ ;  that  is,  to  the  fullest  privileges  and 
responsibilities  of  the  Church,  to  enjoyment  of  her  wor- 
ship, to  appreciation  of  individual  burdens  and  responsi- 
bilities of  church  work. 

This  gives  us  a  working  definition  which  we  might 
call  our  educational  ideal. 

Professor  Thriug,  the  English  educator,  furnishes  the 
definition  which  best  expresses  our  ideal.  It  is  that  the 
^''Purpose  of  religious  education  is  to  build  up  a  character 
efficient  for  the  bestj^^  that  is,  a  character  or  a  life  accom- 
plishing the  highest  results  for  the  world. 

What  is  character  ?  William  James,  the  great  psychol- 
ogist, the  man  who  wrote  psychology  as  interestingly  as 
a  novel,  defined  character  as  ''  a  bundle  of  habits." 

Brotherhood  means  social  service.  No  one  will  go  to 
heaven  alone  ;  no  one  will  save  himself  alone.  The  whole 
idea  of  Christianity  and  of  the  Gospel  is  service.  Now 
service  cannot  be  learned  by  precept,  by  sermons,  by  in- 
tellectual mandates.  Christian  living  can  only  be  learned 
by  Christian  doing,  and  Christian  character  (i.  e..  Christian 
habits)  must  be  lived  day  by  day  if  the  child  is  to  be  a 
real  Christian,  that  is,  a  Christ  man.  *'If  a  man  does 
what  is  useful  and  right,  he  will  soon  gain  proper  ideas 
of  social  efficiency  and  of  morals.  If  he  learns  to  do  the 
right  thing  in  a  thousand  particular  situations  he  will,  so 
far  as  he  is  capable,  gain  the  power  to  see  what  act  a  new 
situation  demands.'^  As  Thorndike  puts  it :  ^' There  is 
no  way  of  becoming  self- controlled  except,  by  to-day,  to- 
morrow, and  all  the  days  In  each  conflict,  controlling 
one's  self.     No  one  becomes  honest  save  by  telling  the 


PRINCIPLES  OF  THE  SUNDA  Y-SCHOOL   2 1 

truth,  or  trustworthy  save  by  fulfilling  each  obligation 
which  he  accepts.  Na  one  may  win  the  spirit  of  love  and 
service,  who  does  not  day  by  day  and  hour  by  hour  do 
each  act  of  kindness  and  help  which  chance  puts  in  his  way 
or  his  own  thoughtfulness  can  discover.  The  mind  does 
not  give  something  for  nothing.  The  price  of  a  disci- 
plined intellect  and  will  is  eternal  vigilance  in  the  forma- 
tion of  habits." 

The  ai)plication  of  the  principles  behind  the  definition 
of  education  as  the  building  up  of  a  "character  efficient 
for  the  best,"  means  that  every  lesson  taught  in  the  day- 
school  or  the  Sunday-school  must  work  itself  out  (  ^^function^^^ 
we  term  it)  in  the  present-day  life  of  the  scholar.  It  is  not 
a  lesson  of  principles  and  precepts  for  some  far-off  day  in 
life,  but  it  is  a  lesson  of  application  to  the  daily  life  be- 
tween Sundays,  to  the  life  before  next  Sunday.  It  means 
that  the  teacher  should  deliberately  supply  outlets  for 
self-activity,  opportunities  for  service,  applications  of  the 
lesson  to  the  child's  own  personal  conduct  in  honesty, 
truthfulness,  purity,  and  right-mindedness.  There  may 
be  any  amount  of  "education "  in  the  old  sense  of  knowl- 
edge, without  the  slightest  result  in  the  building  of 
Christian  character.  Character,  therefore,  is  heing^  not 
talking  ;  is  living^  not  knowing. 

It  has  been  said  that  the  old  education  stood  for  the 
heart-side,  while  the  new  education  stands  for  the  head- 
side.  In  one  way  this  is  a  mistake — the  new  education 
does  not  stand  merely  for  the  head-side.  All  education 
should  stand  for  the  threefold,  or  rounded,  educatfon  of 
the  complete  man  in  his  feelings  (heart-side),  intellect 
(head-side),  and  will  (doing-side).  A  locomotive  might 
be  a  perfect  mechanism  of  the  Baldwin  Locomotive 
Works.  It  might  have  cost  $20,000.  It  might  be  a 
splendid  mass  of  iron  and  steel  and  wood,  and  yet  that 
engine  would  be  worse  than   useless,   a  mere  waste  of 


22       THE  SUNDAY-SCHOOL  OF  TO-DAY 

money;  if  standing  cold  uj^on  the  tracks.  There  must  be 
a  fire  in  the  fire-box.  That  fire  corresponds  to  the  heart- 
side.  All  Christians  should  be  whole-hearted.  But  that 
engine  with  the  heart-side  only,  without  intelligent 
guidance,  with  the  fire  in  the  fire-box  turning  the  water 
into  steam,  would  surely  run  wild  upon  the  tracli,  would 
only  meet  its  own  destruction.  Heart-rule  is  mob-rule 
the  world  over.  Over  the  heart  must  stand  the  head,  and 
so  over  the  fire  in  the  engine  sits  the  engineer  with  his 
hand  upon  the  lever  that  controls  the  steam- valve.  And 
still  he  may  say,  "  If  I  open  that  valve  the  engine  will 
go."  But  he  may  never  open  it.  There  may  be  no  con- 
nection between  right  feeling  and  right  thinking.  A  les- 
son may  be  taught  in  the  school  which  stirs  the  pupil  and 
which  gives  him  intellectual  material,  but  it  may  never 
work  out  in  his  life.  A  congregation  may  hear  a  stirring 
missionary  address.  They  may  learn  a  considerable 
amount  about  the  mission  field,  but  the  connection  may 
not  be  made  which  will  secure  an  adequate  collection. 
As  Dr.  Duhring  puts  it  facetiously:  "  The  dead  Indian 
may  drop  into  the  plate,  instead  of  the  live  Goddess  of 
Liberty,"  the  copper  penny  in  place  of  the  silver  coin. 
There  should  be  the  parallelogram  of  forces,  right-feeling 
plus  right-thinking,  the  resultant  right-doing,  %.  e.,  char 
acter.  And  so  the  engineer  pulls  over  the  lever  and  the 
engine  goes  out  upon  the  track,  drawing  the  train  after 
it.  The  feelings,  the  emotions  in  life  correspond  to  the 
push  given  to  the  coasting-bob  upon  the  hill,  the  mo- 
mentum to  set  it  going.  After  the  start  comes  the  intel- 
lectual guidance,  and  the  combination  of  the  two  gives  the 
result.  These  three  elements — intellect,  feeling,  and  will 
— should  characterize  all  education.  Without  all  three, 
any  lesson  is  but  partially  taught. 

If  we  keep  constantly  before  our  minds  in  this  treatise 
the  aim  of  true  character  building,  we  shall  find  that  we 


PRINCIPLES  OF  THE  SUNDA  Y-SCHOOL   23 

have  a  rule  by  which  we  can  gauge  the  iuvalidity  of  many 
of  our  former  methods  and  lower  ideals,  and  by  which 
we  can  prove  the  intrinsic  worth  of  the  alterations  that 
have  come  and  are  coming.  They  may  be  tested  right 
royally  by  Professor  James'  "Test  of  Pragmatism," 
proving  their  right  to  stand  or  ftill  by  the  results  that 
they  give  in  vital  Christian  character. 

This  examination  of  foundation  principles  and  practical 
methods  will  compel  us  to  accept  graded  schools,  better 
trained  teachers,  improved  business  methods,  and  a  totally 
different  type  of  Sunday-school  building. 

In  order  that  we  may  secure  a  brief  survey  of  what  is 
involved,  let  us  see  how  the  progress  of  the  movement 
during  the  past  ten  years  has  wrought  definite  changes 
in  the  former  Sunday-school  regime.  We  will  briefly 
summarize  this  advance,  leaving  it  to  subsequent  chapters 
to  develop  particular  points  concretely. 

I.  Buildings.  The  early  Sunday-schools  met  in  a 
large,  one-room  basement,  or,  as  in  many  parishes  to-day, 
in  the  body  of  the  church.  This  is  acknowledged  by  all 
hands  to  be  a  makeshift,  one  that  will  unavoidably  con- 
tinue throughout  all  time  in  new  and  weak  spots.  Soon 
parish  houses  began  to  rise  all  over  the  land.  By  degrees 
they  reached  perfection  for  the  conditions  then  confront- 
ing the  schools.  Without  a  doubt  the  Uniform  Lesson 
attained  its  acme  in  the  Modified  Akron  Plan  of  Build- 
ing, the  finest  type  extant  for  that  purpose.  The  require- 
ments were  for  one  large  assembly  hall,  used  for  opening 
and  closing  services,  for  entertainments,  lectures,  etc., 
but  surrounded  by  a  gallery,  under  which  and  in  which 
were  a  series  of  small  rooms,  capable  of  being  thrown  into 
the  main  room  or  shut  off  from  it  by  either  curtains  or 
doors  or  windows. 
But  just  as  these  buildings  reached  seeming  perfection 


24       THE  SUNDAY-SCHOOL  OF  TO-DAY 

aud  liuudreds  of  them  had  been  erected  at  an  outlay  of 
millions  of  dollars,  the  entire  system  of  lessons  began 
to  change,  graded  curricula  came  in,  the  needs  altered, 
and  a  new  type  of  building  began  to  rise,  still  in  its 
infancy,  as  yet  not  perfect,  but  without  doubt  the  norm 
and  the  germ  of  all  future  building. 

It  is  now  required  that  each  class  have  a  separate  room, 
not  merely  a  few,  with  the  many  classes  left  together  in 
the  main  auditorium.  It  is  also  found  that  the  very 
worship  of  the  child  must  differ  in  form,  expression,  and 
appeal  at  different  stages  of  growth.  This  affects  the 
types  of  hymus  as  well  as  the  other  forms  of  worship. 
Thus  each  department  at  least  and,  in  many  instances, 
each  class,  has  its  own  opening  and  closing  services  in 
its  own  room.  Or  if  they  meet  in  assembly  worship,  the 
church  is  the  proper  place,  in  order  to  give  the  atmos- 
phere of  the  place  of  worship,  in  contrast  to  the  scholastic, 
educational  air  of  the  schoolrooms.  The  main  audito- 
rium is  now  needed  only  for  lectures  and  occasional 
entertainments. 

Again,  the  demand  for  mayiy  iceelc-day  oriceel^-night  clubs, 
classes,  organizations  of  small  membership,  various  forms  of 
institutional  wor'k,  all  require  many  small  rooms,  rather  than 
one  large  one.  Still  again,  an  economic,  practical  age  is 
expecting  that  trust  funds  shall  be  well  used  and  people 
are  becoming  insistent  that  a  church  plant  shall  be  used 
all  the  week,  not  merely  one  day  of  the  week.  The 
Church  to-day  must  ''  get  its  money's  worth  "  out  of  the 
financial  investment  for  the  good  of  its  people  in  the 
world.  It  is  found  not  only  cheaper  in  cash  outlay  to 
build  a  ditferent  sort  of  a  structure  for  the  new  ideals  of 
the  Church,  but  a  saving  of  actual  money  to  have  no 
large  auditorium  at  all,  going  outside  to  hire  one  for  the 
few  times  it  may  be  required,  rather  than  to  put  snoh 
excessive  outlay  into  a  room  built  two  stories  high  and 


PRINCIPLES  OF  THE  SUNDA  Y-SCHOOL   25 

unusably  large  only  at  a  cost  far  exceeding  that  same  space 
in  many  divided  rooms.  The  Hebrews  have  recognized 
this  in  Temple  Beth-el  and  Temple  Emanuel  in  New 
York,  and  the  Child  Welfare  Committee  of  New  York,  in 
its  enormous  exhibits  in  New  York  and  Chicago,  showed 
not  only  the  financial  obligation  towards  the  Church  in 
the  right,  full,  and  constant  use  of  the  plant  and  the 
investment  of  trust  funds,  but  had  large  models,  con- 
structed at  the  cost  of  many  hundreds  of  dollars,  indicat- 
ing the  approach  to  modern  ideals  in  buildings. 

Many  separate,  well- equipped,  and  well-lighted  rooms, 
smaller  than  those  of  the  public  school  system  perhaps, 
but  with  the  same  principles  behind  them  will,  without 
doubt,  be  the  type  of  future  parish  houses.  The  only 
large  room  in  the  building  will  be  the  gymnasium,  which 
may,  perhaps,  be  so  arranged  that  it  can  be  converted 
into  an  entertainment  assembly  hall  if  required. 

II.  Graded  Schools.  By  this  we  mean  schools  adopt- 
ing a  subject-graded  curriculum,  fitted  to  the  nature  and 
interests  of  the  child.  Ten  years  ago  there  were  not 
above  fifteen  such  in  the  entire  United  States,  among  all 
Christian  bodies.  Now  not  less  than  three  thousand 
separate  Sunday-schools  of  the  Episcopal  Church  alone 
in  America  and  Canada  and  many  thousand  more  among 
Lutheran,  Congregational,  Presbyterian,  Methodist,  Bap- 
tist, and  other  Christian  bodies,  as  well  as  the  Hebrews, 
in  America,  England,  New  Zealand,  Australia,  and  even 
Ei,^ypt,  are  provided  with  a  complete  curriculum,  along 
approved  topical  lines.  Immediately  after  the  grading 
movement  began  to  gain  foothold  in  the  Church,  the 
Lutheran  General  Council  adopted  its  principles,  and  put 
forth  what  was  perhaps  the  finest  set  of  lesson  manuals 
extant.  Then  the  Religious  Education  Association, 
under  the  leadership  of  a  few  men  like  Professor  Coe  and 


26       THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

Mr.  Littlefield,  commeDced  the  campaign  for  graded 
subject-matter  throughout  the  world-famed  Interuatioual 
Uuiform  Lesson  System.  It  took  nine  years  to  win  ; 
but  at  the  Louisville  Convention  the  Uniform  Forces 
yielded  to  the  demand.  In  September,  1909,  the  first 
year  in  all  the  chief  Sunday-school  de];)artments  was 
published,  based  on  a  subject-graded  curriculum,  of 
which  the  Episcopal  curriculum  of  the  Joint  Commission, 
the  Sunday-School  Federation,  and  the  New  York  Com- 
mission (all  practically  the  same)  was  the  acknowledged 
skeleton.  Conservatives  in  the  Uniform  International 
Publishing  Houses  expected  a  meagre  demand  for  the 
graded  lessons  and  urged  a  small  edition.  The  eager 
acceptance  of  progress  swept  everything,  so  that  the  first 
edition  was  reprinted  several  times  within  the  first 
quarter,  and  to-day  the  Uniform  Lessons  are  so  rapidly 
''  passing  "  that  publishers  are  actually  considering  their 
entire  elimination  from  the  market. 

The  Uniform  International  is  thus  making  tcay  universally 
for  the  Subject -Graded  or  Curriculum  International.  This 
in  itself  prophesies  a  vastly  different  type  of  Sunday- 
school  for  the  future.  It  means  different  methods,  dif- 
ferent types  of  te3!t-books,  different  subject-matter  for 
teachers'  weekly  "training  classes."  Text-books,  bound 
in  cloth,  rather  than  leaflets,  or  even  quarterlies,  are 
now  the  vogue.  Scholarship  enters  into  all  school  pro- 
cedure. The  University  of  Chicago  Press  have  published 
quite  an  elaborate  and  expensive  series  of  subject-graded 
text-books,  bound  in  quarto  form  in  cloth,  the  leaders  of 
the  extreme  revolt  from  the  cheap  leaflet,  despised  by 
pupil  and  teacher  alike.  The  Bible  Study  Union  are 
purposing  to  gradually  withdraw  their  Six- Year  Uniform 
Lesson  Series,  and  are  already  in  the  field  with  an  excel- 
lent subject-graded  course,  quite  a  model  in  its  way, 
although,  of  course,  not  properly  suited  to  Lutheran  or 


PRINCIPLES  OF  THE  SUNDA  Y-SCHOOL   2/ 

Episcopal  churclies,  nor  as  good,  as  yet,  as  the  older 
Episcopal  Commission  Series,  the  pioneers  in  the  For- 
ward Movement  Lessous.  This  last  series  is,  at  present, 
most  used  in  that  Church,  more  than  2,700,000  copies 
haviug  been  studied  by  pupils  within  six  years.  The 
Joint  Diocesan  Lesson  Committee,  for  more  than  thirty 
years  the  noble  advocates  and  successful  editors  of  the 
best  Uniform  Lessons  ever  produced  by  the  Episcopal 
Church,  have  themselves  wisely  recognized  the  modern 
movement  and  promulgated  a  subject-graded  curriculum, 
issuing  lessons  on  these  pedagogical  liues.  They  have 
already  entirely  dropped  the  Primary  Uuiform  Lessons. 
Just  as  the  little  red  schoolhouse  of  secular  education  has 
given  place  to  the  graded  school,  even  in  remote  rural 
districts  and  in  itinerating  schools,  so  the  ungraded, 
uniform  leaflet,  the  dead  question-and-answer  book,  signs 
of  the  same  principle  in  the  Sunday-school,  are  being  so 
rapidly  superseded  by  adequate  text- books  and  system 
that  more  than  one  hundred  of  this  type  of  manual  went 
''out  of  print"  within  the  past  three  years.  A  school 
very  small  indeed  may  be  graded.  A  superintendent 
recently  stated  that  he  graded  his  school  of  eight  in  a 
small  central  New  York  town,  and  in  four  weeks  it  grew 
to  eighty.  He  attributes  its  incredible  growth  "chiefly 
to  the  graded  system.'' 

Again,  the  abandonment  of  the  Uniform  System  has  en- 
abled the  schools  to  introduce  three  other  vital  subjects :  the 
use  of  the  Prayer  Book  as  a  study  in  the  Episcopal  Church, 
the  biography,  history  and  inspiration  of  missions,  and 
the  topics  that  bear  on  social  service  and  Christian  altru- 
ism. This  bespeaks  a  Church  that  will  be  alive  to  its 
opportunity  in  the  next  generation.  The  divorcement 
of  thinking  and  doing,  of  teaching  from  application,  of 
theory  from  life,  has  been  the  signal  cause  of  the  dead- 
ness  and  inertia  of  many  congregations. 


28       THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

In  all,  more  than  half  the  Evangelical  Christian 
churches,  and  they  all  the  leading  ones,  have  set  forth 
a  definite  subject-graded  curriculum,  as  the  standard  for 
the  schools  within  their  domain,  showing  that  the  uni- 
versal consensus  of  opinion  in  the  judgment  of  experts 
who  have  given  this  matter  serious  study  and  consider- 
ation, is  in  full  favour  of  the  new  subject-curriculum. 
Many  have  published  elaborate  schemes  on  the  standard 
curriculum,  giving  memory  work,  text-books,  manual 
work,  etc.,  for  each  grade.  Hundreds  of  individual 
schools  have  issued  their  own  forms,  adapting  the  gen- 
eral standard  to  their  local  needs.  In  fact,  the  little 
folder  school  announcement  has  become  the  usual  form 
in  the  schools  to-day. 

III.  Better  Trained  Teachers.  Not  five  years  ago,  a 
prominent  seminary  professor  in  one  of  our  best  theo- 
logical seminaries  told  all  his  students  in  the  senior 
classes  never  to  euiploy  the  services  of  public-school 
teachers  in  the  Sunday-school,  since  "they  cannot  adapt 
themselves  to  the  conditions  of  religious  teaching.''  At 
that  time,  in  the  vast  majority  of  Suuday-schools,  they 
could  not  adapt  themselves  without  abrogating  all  their 
special  training  for  proper  methods  of  teaching  and  dis- 
carding all  their  knowledge  gleaned  from  child-study. 
But  what  a  change  since  that  half  decade  !  To-day, 
probably  not  less  than  one-fifth  in  any  school,  and  in 
some  schools  two-thirds,  of  all  the  Sunday-school  teachers 
are  skilled  public-school  teachers  or  graduates  in  courses 
in  teacher-training,  child-study,  and  pedagogy.  At  least 
ten  thousand  books  bearing  on  teacher-training  are  sold 
each  year  in  the  United  States  alone.  In  city  after  city, 
teachers  are  studying  child  nature  and  lesson  methods, 
enrolled  as  students,  and  receiving  diplomas.  In  the 
Episcopal  diocese  of  New  York,  an  average  of  three  hun- 


PRINCIPLES  OF  THE  SUNDA  Y-SCHOOL    29 

dred  a  year  have  beeu  iu  traiuiDg  for  the  past  eight 
years,  aud  more  than  four  hundred  iu  all  have  taken 
certificates.  The  trained  teacher  is  rapidly  comiug  to  be 
the  norm,  and  unskilled  labour,  while  always  welcomed 
eagerly  in  God's  vineyard,  as  it  should  be,  is  urged  to 
strive  to  reach  higher  standards  and  not  to  be  contented 
with  '^  good  enough,'^  if  the  hest  can  be  offered  to  the  Mas- 
ter. Some  fifteen  Episcopal  dioceses  are  offering  annual 
courses  of  training  classes,  others  have  correspondence 
courses,  and  three  have  schools  for  teacher-training, 
based  on  the  standard  three-year  schedule  of  the  Joint 
Commission.  There  is  apparently  no  excuse  now  for  an 
earnest  teacher  to  remain  untrained.  It  is  noteworthy 
that  the  constituency  of  trainiug  classes  is  made  up  chiefly 
of  the  best  teachers  in  public  and  Sunday-schools  ;  while 
the  poor  and  inefficient  teachers  never  seem  to  realize 
their  lack  and  the  opportunity,  or,  if  they  do  appreciate 
the  status,  are  too  indifferent  to  sacrifice  the  time  or  ex- 
pend the  energy  to  do  God's  work  the  better. 

IV.  Methods.  The  new  movement,  being  based  upon 
a  new  conception  of  teaching  the  child's  interests  and 
instincts  in  the  unfolding  life,  has  necessitated  a  complete 
revolution  in  methods.  Larger  classes  are  becoming  the 
rule,  especially  with  separate  rooms,  reaching  from  ten 
and  fifteen,  in  undivided  rooms  or  with  screens,  to  even 
twenty-five  in  a  room  by  themselves,  though  this  number 
is  far  too  great  to  permit  of  the  individual  study  of  each 
child  which  a  true  teacher  ought  to  make.  But  even 
with  the  larger  class  in  a  crowded  room,  discipline  be- 
comes easier,  for  proper  pedagogical  knowledge  in  teach- 
ing and  the  right  material  in  subject-matter  for  each 
child's  age  has  done  away  with  the  problem  of  disorder 
in  the  Sunday-school,  just  as  it  has  in  the  public  school. 
Disorder  proceeds  always  from  either  constitutional  nerv- 


30       THE  SUNDAY-SCHOOL  OF  TO-DAY 

onsuess  or  other  personal  defect,  lax  discipliue  and  train- 
ing at  home,  the  wrong  material  for  that  particular 
age,  poor  teaching,  or  the  want  of  adequate  ''means  of 
self-expression."  In  short,  disorder  usually  passes  away 
where  proper  interest  is  aroused  in  the  pupil.  Proper 
interest  always  depends  on  the  presentation  of  the  right 
material  in  the  right  way,  for  everybody  is  always  inter- 
ested in  something. 

The  new  conditions  demand  a  new  form  of  class  ar- 
rangement, the  pupils  now  being  seated  either  at  a  ''round 
table"  or  in  a  three-sided  rectangular  form,  the  teacher 
placed  at  the  fourth  side  as  the  apex  of  an  equilateral 
triangle,  whose  base  is  the  middle  form.  More  and  more 
pupils  are  being  provided  with  narrow  tables,  around  the 
outside  of  which  they  sit,  facing  the  teacher,  or,  in  in- 
stances where  financial  conditions  or  inadequate  floor 
space  will  not  permit  this  essential  of  class- written  work, 
lap-boards  of  "binders'  board"  or  of  Swedish  "leather 
board"  are  supplied  at  but  a  few  cents  each. 

l^ew  methods  in  study  are  apparent !  Home- written 
work  is  almost  invariably  demanded  and,  in  most  cases, 
secured.  Home  study  and  the  cooperation  of  parents  is 
expected.  The  home  study  is  but  a  preparation  for  class 
discussion  along  further  lines  of  investigation.  The  class 
hour  is  not  in  these  days  a  "recitation  period"  to  repeat 
the  results  of  home  study  in  the  dull,  dead  answering  of 
questions  or  the  rote  reading  of  written  statements.  It  is 
taken  for  granted  that  the  home  study  is  performed  and 
only  enough  attention  paid  to  it  to  test  its  faithful 
progress  ;  but  the  class  hour  is  fruitful  in  personal  dis- 
cussion of  the  purpose,  meaning,  results,  application, 
etc.,  of  the  material  considered,  vitalized  by  present-day 
alignment  with  life.  Everj^  lesson  therefore  is  planned 
to  work  out  in  doing  to  reach  the  heart-side^  emotion- 
ally, with  the  feeling  of  its  being  worth  while  ;  to  "line 


PRINCIPLES  OF  THE  SUNDA  Y-SCHOOL   31 

up"  with,  the  head-side  aud  its  iutellectmil  guidance  of 
feeling,  aud  to  find  its  resultant  of  tlie  two  moving  forces 
of  heart  and  head  in  \jkQfiat  of  the  ivill  that  acts,  and,  in 
acting  and  applying  the  teaching,  forms  character  or 
habits. 

I7i  order  to  reach  the  interest  and  self-expression  of  the 
child,  various  means  of  hand-work  are  being  introduced  quite 
universally  in  the  Sunday-schools,  Many  schools  have  a 
special  teacher,  "the  director  of  hand- work,"  who  takes 
entire  charge  of  this  phase  of  activity,  planning  the  work 
for  each  grade  throughout  the  school.  Haud-work  is 
exceedingly  fruitful  both  in  interesting  the  pupils  and  in 
driving  home  the  material  of  the  lessons  through  the 
prolonged  thought,  the  deeper  attention,  and  even 
through  "muscle  memory."  Hand- work  covers,  of 
course,  technically  even  written  answers ;  but  the  use 
of  the  term  is  more  commonly  limited  to  picture  mount- 
ing, essay  aud  thesis  writing,  pulp  and  plasticine  maps 
for  the  relief  impressions,  colouring  outline  maps  aud 
filling  in  journeys  and  cities  for  historical  impressions, 
illuminating  note-book  covers,  and  the  use  of  models  and 
stereographs.  Probably  not  less  than  six  million  pic- 
tures are  used  each  year  and  thousands  of  outline  maps, 
though  the  manual  movement  has  just  begun.  We 
may  find  it  obscuring  the  didactic  teaching  or  over- 
shadowing the  moral  application.  This,  however,  is  not 
the  fault  of  the  hand- work,  but  of  the  teachers,  who  are 
carried  away  by  its  attractiveness  and  impressed  by  the 
way  it  holds  the  pupils,  so  that  they  leave  no  time  for 
equally  important  things. 

Self- expressive  methods  have  revolutionized  the  Mnder- 
garten  and  primary  rooms.  In  the  first  place,  that  dead- 
ful  name,  "  Infant  Class,"  is  passing  into  oblivion.  An 
infant  (in-fans)  is  one  who  cannot  talk,  and  there  are 
few  such  in  the  Sunday-school.     Moreover,  it  lowers  the 


32       THE  SUN  DA  Y-SCHOOL  OF  TO- DA  Y 

status  and  so  the  incentives  of  the  children.  "Kinder- 
garten "  is  the  proper  term  for  pupils  from  four  to  six, 
and  "Primary"  for  those  from  six  to  eight,  roughly. 
Kindergarten  principles  are  eternal.  Methods  may  de- 
mand alteration  and  adaptation.  So  we  hear  now  of  the 
Sunday  Kindergarten,  where  game,  gift,  and  occupation 
are  rightly  used  for  religious  ends.  Movement,  activity, 
exercise,  symbolism,  constant  use  of  hands  and  eyes,  all 
these  are  back  of  the  new  types  of  lessons  appearing  for 
this  age.  Again,  the  leaders  in  kindergarten  methods 
to-day  tell  only  a  very  few  stories,  not  more  than  ten  a 
year,  but  tell  them  well,  make  them  alive  by  many 
self-expressive  means,  as  drawing,  playing,  acting, 
picturing,  etc.,  until  they  become  an  active  part  of  the 
child.  The  old  "infant  class"  heard  a  new  story  each 
day,  to  the  utter  confusion  of  the  children,  shots  at 
random,  worse  than  wasted.  This  too  is  a  change. 
There  is  scarcely  a  corner  of  the  school  where  striking 
changes  have  not  been  wrought  by  the  modern  move- 
ment. 


II 

THE  HOUSING  OF  THE  CHUECH  SCHOOL 

Contributed  by  Charles  W.  Stoughton,  A.  I.  A. 

CHURCH  Schoolrooms.  Tlie  growth  of  the 
church  school  indicates  a  steady  progress  in  the 
direction  of  the  graded  and  organized  class  work 
of  the  day-schools,  and  the  questions  of  the  church  build- 
ings and  school  equipment  have  now  to  be  considered 
rather  from  the  point  of  view  of  the  secular,  than  of  the 
essentially  churchly  schools. 

These  conditions  are  not  entirely  new.  A  great  many 
churches  constructed  during  the  past  decade  or  two 
have  made  skillful  provision  for  effective  class  work  in 
their  schools,  but  now  the  practice  of  a  few  will  doubtless 
be  extended  to  many  in  a  sudden  and  simultaneous 
awakening  of  interest,  in  the  light  of  the  realization  of 
the  possibilities  which  may  be  expected  from  new 
methods  of  school  work  carried  on  in  rooms  well  adapted 
to  them. 

Design  in  church  construction  during  the  past  quarter 
of  a  century  shows  the  working  out  of  two  very  different 
purposes.  One  group  of  architects  have  apparently  con- 
cerned themselves  only  with  tradition  and  design  and 
have  given  their  clients,  for  school  use,  one  or  two  large 
rooms  lighted  with  small  windows,  and  these  usually 
obstructed  with  mullions  and  tracery,  thus  making  these 
rooms  quite  incapable  of  any  further  division  into  smaller 
class  rooms,  from  lack  of  lighting  them  and  from  the 
arrangement  of  the  space. 

The  other  group,  meeting  the  demands  of  clients  more 
directly  concerned  in  their  schools,  liave  designed  churches 

33 


34      THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

and  church  houses  admirably  adapted  to  their  particular 
uses,  with  auditoriums  aud  unit  class  rooms,  but  by  some 
fatality  they  have  designed  them  as  engineers  would, — 
quite  unaware  of  any  notions  of  tradition,  sentiment, 
proportion,  or  in  a  word,  of  applying  architecture  to 
them  as  a  fine  art. 

Neither  of  these  methods  of  approaching  the  problem 
is  entirely  reasonable  nor,  in  consequence,  successful. 
The  aesthetic  and  the  practical  or  working  conditions  of 
the  church  building  should  be  equally  regarded  and 
satisfied.  It  is  the  part  of  competent  designing  to 
harmoniously  adjust  the  conditions  which  it  meets  with- 
out requiring  the  sacrifice  of  sentiment  and  beauty  to 
utility.  On  the  other  hand,  that  design  cannot  be  con- 
sidered competent,  however  churchly  it  may  appear, 
which  does  not  fully  satisfy  the  purposes  for  which  the 
building  is  erected. 

Excepting  a  few  churches  here  and  there  that  have 
really  cultivated  their  schools  and  built  houses  to  accom- 
modate them,  many  of  the  older  buildings  are  found  to 
require  some  alteration  to  adapt  them  to  the  newer 
demands,  and  to  make  it  physically  possible  to  carry  out 
any  considerable  part  of  the  highly  organized  work  now 
being  undertaken,  aud  treated  of  in  this  book.  It  is 
equally  true  that  mauy  of  the  new  churches  and  parish 
houses,  which  are  being  planned  by  eminent  ecclesiastical 
architects,  but  with  no  regard  whatever  to  the  require- 
ments of  the  present  day  schools,  will  require  similar 
alteration  to  fit  them  for  their  proper  work,  whenever 
the  churches  awake  to  its  importance  and  undertake  its 
accomplishment. 

It  will  not  be  amiss,  therefore,  to  devote  this  chapter  to 
an  exposition  of  these  requirements  which  the  school 
makes  upon  the  church  rooms  or  the  parish  house,  that  it 
may  effectively  carry  on  its  work  of  teaching. 


HOUSING  OF  THE  CHURCH  SCHOOL   35 

New  ideals  have  occasioned  new  demands.  All  of  this 
newer  school  work  is  expensive  in  effort,  in  thought,  in 
devotion  j  and  its  proper  housing,  with  the  accompanying 
apparatus,  is  expensive  beyond  all  previous  estimates,  in 
planning,  in  construction  and  in  equipment. 

In  the  older  schools,  the  classes  were  gathered  into 
many  little  groups,  seated  on  straight  benches  close  to- 
gether, in  a  large  room.  Two  or  three  favoured  upper 
classes  might  be  given  separate  rooms.  In  the  larger 
room  each  class  held  its  own  as  best  it  could  against  the 


A  Small  Parlsh  House  fob  a  Country  Town. 
The  semi-circular  Auditorium  Plan  with  Class  Rooms  under 
the  Gallery. 

rising  chorus  around  it,  working  in  a  tumultuous  privacy 
of  storm. 


The  ''  Akron  Plan."  The  realization  by  many  churches 
of  the  need  of  better  class  work  in  their  schools  brought 
in  a  far  more  sensible  design  of  building  and  a  new  type 
was  devised,  in  which  the  class  rooms  were  arranged  along 


36       THE  SUNDAY-SCHOOL  OF  TO- DAY 

the  outer  walls  of  a  semicircular  hall  ou  the  ground  floor 
aud  iu  the  gallery,  surrouuding  a  central  auditorium, 
into  which  all  of  the  class  rooms  looked,  being  sexjarated 
from  it  by  folding  doors,  or  by  curtains.  This  is  an 
excellent  scheme  as  far  as  it  goes,  but  it  led  to  singular 
and  most  gratuitous  aberrations  of  church  plans,  in  which 
the  pulpit,  thrust  into  one  corner  of  the  church,  became 
the  centre  of  the  circular  arrangement  of  both  rooms, — a 
device  as  eccentric  and  as  far  removed  from  the  dignified 
and  orderly  rendering  of  church  architecture  as  the 
perversity  of  man  has  yet  invented.  But  within  the 
school  wing  the  plan  i)rovides  class  rooms  and  a  maximum 
auditorium  for  the  given  space.  It  leaves,  however,  a 
large  central  area  one-quarter  to  one-third  of  the  whole 
floor,  too  large  to  remain  unused,  which  cannot  well  be 
divided  into  class  rooms,  so  that  the  teaching  in  this  space 
must  still  be  done  in  open  class  groups.  Where  abundant 
top  light  can  be  obtained  by  skylights  the  central  space 
may  be  divided  by  movable  screens  or  curtains  into 
separate  rooms,  lighted  from  above,  but  this  scheme  is 
impracticable  if  there  is  another  story  above  the  Sunday- 
school  room,  as  all  of  the  window  light  is,  of  course, 
appropriated  by  the  surrounding  class  rooms.  Various 
expedients  may  be  employed  for  improving  the  open 
space  in  existing  buildings  of  this  type,  by  making  in- 
closures  that  will  fairly  answer  the  purpose  for  class  room 
work  ;  but  for  new  buildings  the  design  should  contem- 
plate permanent  class  rooms  with  a  separate  assembly 
hall. 

This  hall,  either  in  the  basement  or  the  upper  story,  will 
have  varied  and  constant  use  for  all  of  the  purposes  of 
Sunday-school  and  for  parish  and  gymnastic  work,  while 
the  church  itself  should  be  used  as  often  as  possible  for 
the  larger  gatherings  of  the  Sunday-school.  The  position 
of  the  meeting  hall  requires  careful  study  for  its  adapta- 


HOUSING  OF  THE  CHURCH  SCHOOL  37 


A  Paeish  House  for  a  Church  in  a  Small  Town. 

In  addition  to  the  Rooms  for  all  sorts  of  Parish  Work  is  an  Apartment 

for  the  District  Visitor  and  Rooms  for  the  Janitor.     Cost  iu 

Brick  and  Wood  Construction,  about  $30,000. 


38       THE  SUNDA  Y-SCHOOL  OF  TO-DA  V 

tion  to  the  local  couditioDS  :  if  it  is  in  the  basement  it 
may  be  more  easily  reached  from  the  street  by  separate 
eutrauces, — a  great  advantage  for  week-uight  gatherings. 
Here  the  noise  of  gymnastic  work  will  be  more  easily 
muffled  J  the  bowling  alleys  and  baths,  necessarily  in  the 
basement,  will  also  be  adjacent  to  the  gymnasium.  But 
such  a  room  should  be  from  sixteen  feet  to  twenty  feet  high 
and  it  is  difficult  to  get  such  a  height  in  a  basement  with- 
out unduly  raising  the  level  of  the  first  story. 

On  the  other  hand,  a  top  story  room,  using  the  whole 
roof  to  the  ridge,  will  be  more  spacious  and  will  have 
better  light  and  air  ;  by  which  means  it  can  be  made  in 
every  way  a  more  pleasant  meeting  room.  In  a  small 
house  the  large  room  may  occu^jy  the  whole  height  of  the 
front  or  rear  of  the  building  and  the  class  rooms  be  built 
up  in  mezzanine  stories  at  the  other  end.  The  position  of 
these  rooms  will  therefore  depend  on  the  balancing  of 
conflicting  conditions  which  may  differ  in  each  case. 

Conditions  Imposed.  In  considering  the  conditions 
that  come  before  the  church  trustees  and  affect  a  new 
building  we  have  several  alternative  cases.  The  church 
may  be  disposed  and  able  to  i)rovide  an  entirely  new 
house  for  its  parish  and  school  work,  either  within  the 
churchyard  or  elsewhere  in  the  town.  It  may  be  able  to 
extend  the  existiug  church  or  house  to  gain  more  room, 
or  it  may  be  able  simply  to  remodel  parts  of  existing 
buildings,  the  church  or  the  house,  in  order  to  better 
accommodate  its  growing  and  changing  work.  The  tech- 
nical questions  involved  in  each  step  of  this  planning 
require  architectural  advice,  just  as  much  as  the  techni- 
calities of  any  other  scientific  or  artistic  work  require 
professional  experience  and  advice.  Competent  profes- 
sional service  is  more  profitable  than  cheap  service,  and 
no  professional  work  requires  a  more  skillful  adjustment 


HOUSING  OF  THE  CHURCH  SCHOOL   39 


Chucch. 


D 


CE.DA.R,   Ave. 


A  Country  Church,  Parish  House  and  Manse. 

On  a  plot  130  by  160  feet.     The  lot  adjoins  a  park  and  is  open 

on  all  sides. 


40       THE  SUNDAY-SCHOOL  OF  TO-DAY 

of  so  rnauy  intricate  conditions  nor  tlie  exercise  of  more 
sure  knowledge  and  fine  feeling  than  that  of  the  architect. 
This  chapter  can  in  no  way  take  the  place  of  individual 
service  but  it  may  prove  to  be  of  value  as  setting  forth 
the  general  conditions  of  school  buildings  and  rooms  for 
those  who  have  to  undertake  their  remodelling  or  con- 
struction. 

A  parish  house,  let  us  say,  is  to  be  built  in  the  church- 
yard. The  question  of  its  style,  materials,  connection 
with  the  church,  its  aspect  for  light  and  air,  its  plan, 
arrangement,  ventilation,  lighting  and  equipment,  require 
consideration  and  simultaneous  adjustment  that  each  con- 
dition may  bear  its  proper  relation  to  the  others.  Let  us 
consider  these  conditions  in  order. 

Style.  The  style  of  the  house  should  agree  very 
closely  with  that  of  the  church,  that  the  completed 
building  may  form  an  organic  group  ;  but  it  often  hap- 
pens in  the  case  of  churches  built  during  the  years  of  the 
generation  now  passing,  that  the  design  of  the  church 
itself  is  so  hopelessly  bad  that  it  would  be  desecration, 
and  an  affront  to  the  neighbourhood,  to  make  more  of  it 
of  the  same  sort. 

In  such  a  case  the  trustees  have  the  choice  either  of 
making  the  best  compromise  possible  in  the  misused 
style,  correcting  the  vagrant  composition,  the  fretful  de- 
tails and  the  ill-assorted  colours  in  the  new  wing  at  the 
risk,  however,  of  putting  the  church  itself  out  of  counte- 
nance :  or  they  have  the  other  alternative  of  frankly 
admitting  that  the  Victorian  Gothic,  or  the  American 
Romanesque  or  Renaissance  is  hopeless,  and  of  erecting 
a  new  building  in  a  style,  and  of  a  composition  more 
suitable  than  the  church  itself  for  the  housing  of  the 
parish  work  and  life. 


HOUSING  OF  THE  CHURCH  SCHOOL   41 


CL_E 


A  City  Church,  Rectory  and  Parish  House. 
On  a  corner  lot  150  by  180  feet. 


42      THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

Design.  But  leaving  this  most  uugracious  aspect  of 
the  situation  to  those  who  may  have  to  struggle  with  it, 
we  may  consider  a  church  well  conditioned  as  to  archi- 
tecture, standing  with  ground  around  it  on  which  the 
house  is  to  be  built.  Design  the  house  in  precisely  the 
same  style  as  the  church,  of  the  same  material  and  in 
every  practicable  way  like  it,  carrying  the  horizontal 
lines  of  base  and  string  course  from  the  church,  around 
the  house,  until  they  return  into  the  church  again,  and 
thus  make  of  both  one  extended  group  or  building,  and 
so  increase  the  apparent  size  and  dignity  of  the  whole 
composition. 

This  also  will  call  for  much  skill,  for  the  purposes  of 
the  new  building  will  differ  from  that  of  the  church  ;  and 
will  express  themselves  in  different  windows  and  doors, 
relatively  low  stories,  and,  in  effect,  a  different  feeling, 
reflecting  in  the  house  the  practical  daily  parish  work. 
Here  the  windows  of  several  rooms  can  be  grouped  in 
successive  bays,  chimneys  and  vent  shafts  can  be  made  to 
form  effective  stacks,  and  the  scale  of  the  church  main- 
tained in  the  house  by  many  architectural  expedients. 
This  opportunity  of  making  a  small  thing  look  large  by 
skillful  handling  and  by  unifying  the  composition  of  a 
group  of  buildings  is  so  often  frittered  away  in  incompe- 
tent hands,  that  it  seems  necessary  to  recall  it  here  as  one 
of  the  necessary  elements  of  such  a  reconstruction. 

Circulation.  The  church  and  the  house  are  to  be  used 
together.  If  they  adjoin  each  other,  the  connection  be- 
tween them  should  be  through  direct  entrances  :  if  they 
are  separated,  through  cloisters,  permanently  enclosed 
with  glass  or  enclosed  only  during  the  winter  months, 
in  which  case  they  will  serve  as  extended  vestibules. 
Connecting  passages  should  be  wide,  direct,  well  lighted, 
and  without  steps,    except  where  flights  of  stairs  are 


HOUSING  OF  THE  CHURCH  SCHOOL   43 


44       THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

necessary,  aud  these  of  the  full  width  of  the  passage  aud 
well  lighted. 

Stairs.  The  stairs  throughout  the  house  should  be 
easy  of  run,  having  a  rise  of  seven  inches,  and  a  tread 
of  thirteen  inches,  conforming  in  their  arrangement  to 
the  requirements  of  school  and  theatre  laws  in  the  cities. 
The  stair  landing  should  be  not  less  than  square,  of  a 
depth  equal  to  the  width  of  the  run,  with  rails  of  a  con- 
venient height  for  children,  or  one  low  and  one  high  rail. 
The  doors  opening  upon  the  passages  should  be  wide  and 
with  a  glass  panel  in  each.  For  class  rooms  they  should 
open  inward ;  for  meeting  rooms  outward.  None 
should  open  upon  any  stair  landing,  nor  be  close  to  the 
head  of  the  stairs.  There  should  be  no  sliding  doors  in 
the  main  circulation.  Above  the  doors  aud  in  the  par- 
titions, large  transoms  should  open  upon  the  halls  for 
ventilation,  for  lighting  them,  and  for  the  cheerful 
aspect  which  they  give. 

Light  and  Air.  These  details  of  easy  circulation  from 
part  to  part,  and  of  light  and  air  within,  are  of  the  first 
importance,  and  nothing  will  extenuate  their  neglect.  In 
city  work  of  all  kinds  the  struggle  for  light  and  air  is  a 
glim  one,  and  their  attainment  a  costly  acquisition,  and 
yet  in  all  modern  commercial  work,  good  light  and  air 
are  considered  an  investment  worth  paying  heavily  for. 

In  parish  house  work  also  these  most  expensive  luxuries 
must  be  afforded  at  whatever  cost,  that  the  rooms  may 
be  cheerful  by  day  to  those  who  come  to  them  from  their 
small  and  dark  tenements.  The  plot  of  ground  being 
given,  the  arrangement  of  the  church,  the  house  and 
perhaps  a  manse  or  rectory,  calls  for  the  utmost  ingenuity 
to  secure  the  best  attainable  light  to  the  several  units 
of  the  group,  for  the  present  aud  the  changing  future. 


HOUSING  OF  THE  CHURCH  SCHOOL   45 


A  Church  on  an  Interior  City  Lot. 
The  Parish  House  ou  the  Street  Front  of  the  lot,  the  Church 
behind  ;  lighted  from  the  roof,  receiving  air  and  light 
also  from  the  small  corner  courts.    The  school- 
rooms are  in  the  upper  part  of  the 
Parish  House. 


46       THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

A  hundred  diverse  couditions  arise  in  each  particular 
place  to  affect  the  couditions  of  the  scheme  of  the  church 
group  :  the  general  aspect  and  orientation  ;  the  surround- 
ing buildings  and  the  probability  of  new  buildings  ;  the 
necessity  of  screening  the  church  from  the  noise  of  traffic, 
or  some  fortunate  arrangement  of  the  adjacent  highways 
that  may  place  the  church  and  its  dependencies  in  the 
centre  of  the  street-picture,  pleasantly  terminating  a  long 
vista  as  Grace  Church  in  New  York  or  Trinity  in  Boston. 
The  exigencies  of  a  crowded  city  may  require  the 
placing  of  the  house  in  any  possible  relation  to  the 
church,  in  front  of  it  as  in  the  Manhattan,  at  either  side 
or  even  over  it  as  in  the  Broadway  Tabernacle  in  New 
York.  Furthermore  the  open  plot  of  ground  on  which 
the  church  and  its  dependencies  stand  will  presently  be 
surrounded  on  two  or  three  sides  by  apartment  houses  or 
commercial  buildings  twelve  to  eighteen  stories  high, 
eagerly  appropriating  to  themselves  its  light  and  air. 

Daylight.  As  it  is  the  practice  of  most  churches 
to  exclude  as  much  daylight  as  possible  by  their  dark 
windows,  so  that  artificial  light  is  required  in  them  at 
noonday,  church  people  have  naturally  come  to  suppose 
that  this  sacred  gloom  is  also  necessary  to  create  a  proper 
atmosphere  for  the  school.  If  "dim"  and  "religious" 
are  related  terms  for  light  then  tlie  lighting  of  the  house 
should  be  as  irreligious  as  possible  and  where  school- 
rooms in  the  church  or  in  the  house  are  darkened  by 
stained  glass  windows,  these  should  be  reglazed  with 
clear  glass. 

For  class  rooms  there  should  be,  for  each  pupil,  an 
allowance  of  three  square  feet  of  clear  window  space  ;  of 
fifteen  square  feet  of  floor  space,  and  of  two  hundred 
cubic  feet  of  air  space,  the  air  filling  this  space  being 
entirely  changed  every  seven  minutes.     Any  amounts 


HOUSING  OF  THE  CHURCH  SCHOOL  47 


The  Broadway  Tabernacle  Church,  New  York. 
Main  Auditorium  Floor.     J.  Stewart  iJarney,  Architect. 


48       THE  SUNDA  Y-SCHOOL  OF  TO- DA  Y 

less  than  these  are  leSs  than  the  world  offers,  by  law,  to 
its  children  in  the  public  day-schools,  so  that  they  are 
liable  to  be  lighter  in  their  generation  than  the  children 
of  light  in  the  Sunday-schools. 

Ventilation.  Adequate  ventilation  in  class  rooms  can 
only  be  had  by  the  installation  and  working  of  a  proper 
plant,  but  this  is  expensive  both  to  install  and  to  operate. 
Kven  when  in  running  order  the  apparatus  is  seldom  ef- 
fectively used  after  the  first  year  or  two  on  account  of  the 
expense  and  care  required  to  run  it.  Any  discussion  of 
the  mechanical  details  of  a  ventilation  plant  would  not  be 
appropriate  to  this  book,  but  it  may  be  observed  that  by 
the  exercise  of  a  very  little  skill  in  designing,  and  of  a 
great  deal  of  care  in  operating,  a  fair  amount  of  fresh 
air  may  be  given  to  the  class  rooms  during  hour  periods. 

When  a  large  room  is  divided  into  small  ones,  and 
these  filled  with  children,  the  ventilation  of  the  separate 
rooms  is  much  more  difficult  to  secure  than  that  of  the 
large  room,  and  any  adequate  solution  would  require  ex- 
pert advice.  Especially  is  this  true  with  the  movable 
door  partitions  which  do  not  allow  of  transoms,  and 
which  are,  therefore,  apt  to  remain  entirely  closed,  re- 
taining thus  the  same  vitiated  air  during  the  lesson 
period. 

It  will  require  taking  a  little  time  to  persuade  teachers 
to  induce  their  classes  to  permit  changes  of  air,  and 
constant  attention  on  the  part  of  some  one  who  may  be 
depended  on  to  carry  out  the  simple  details  of  getting  it. 
These  details  are  :  the  opening  of  doors  and  transonis 
between  the  rooms  and  hall,  and  the  inducing  of  a  cur- 
rent of  air  through  the  hall  by  opening  doors  or  windows 
below  and  above  stairs,  or  sending  the  air  out  through 
large  ventilators  from  the  upper  halls.  Air  can  be  ad- 
mitted in  gentle  currents  that  need  not  alarm  the  most 


HOUSING  OF  THE  CHURCH  SCHOOL   49 


The  Broadway  Tabernacle  Church,  New  York. 
Study  and  Library.     Schoolrooms  above. 

J.  Stewart  Barney,  Architect. 


50      THE  SUNDA  Y-SCHOOL  OF  TO- DA 

timid  by  various  devices  placed  on  the  lower  rail  of  the 
sashes,  but  even  this  ventilation  will  be  furtively  shut  off 
and  must  be  constantly  inspected.  The  entrance  of  fresh 
air  is  so  instinctively  feared  and  opposed  by  every  one 
that  any  apparatus  within  reach  or  any  arrangement  of 
windows  will  be  constantly  rendered  useless.  Neverthe- 
less it  will  be  a  valuable  part  of  the  school  curriculum, 
as  it  would  certainly  be  a  counsel  of  perfection,  to  en- 
deavour to  allay  this  fear  of  air  by  the  children  and  to 
teach  them  a  better  theory  of  living. 

In  the  reconstruction  of  existing  buildings  or  rooms 
the  two  insistent  conditions  are  the  division  of  the  large 
room  into  class  rooms  and  the  betterment  of  the  lighting 
and  ventilation.  The  division  will  be  sufficiently  con- 
sidered elsewhere  in  this  chapter  but  the  lighting  and 
ventilation  require  further  discussion. 

In  general,  the  windows  will  be  found  to  be  entirely 
insufficient  in  area  and  frequently  their  glass  will  be 
obscured  in  various  ways  either  to  make  them  more 
churchly,  or  to  give  privacy  from  the  view  of  the  street. 
In  such  cases,  if  the  window  frames  cannot  be  enlarged, 
the  glass  at  least  can  be  changed  and  clear  glass,  or  prism 
glass  substituted  for  the  obscure  glass.  Leaded  clear 
glass  may  still  be  used  without  notable  loss  and  beautiful 
effects  obtained  with  it.  Prism  glass  of  proper  angle  for 
the  particular  location  will  be  found  to  intercept  less 
light  than  other  obscured  glass,  and  it  will  divert  what 
it  admits  in  horizontal  raj^s  throughout  the  room  and 
materially  improve  the  lighting  in  parts  remote  from  the 
windows. 

In  many  cases  where  the  Sunday-school  room  is  in  the 
chapel  with  an  open  timber  roof,  the  light  which  it  so 
much  needs  may  be  obtained  by  placing  large  skylights 
in  the  roof.  As  the  lighting  is  a  prerequisite  to  the  divi- 
sion of  the  room  into  class  rooms  by  any  system  of  doors 


HOUSING  OF  THE  CHURCH  SCHOOL    51 

or  partitions,  a  satisfactory  method  of  lighting  for  each 
class  unit  must  be  found  before  the  other  work  can  be 
considered. 

Fire- proof  Construction.  Turning  now  to  the  con- 
struction of  the  house  we  see  at  once  that  there  are  many 
degrees  of  fire-resisting  construction  possible,  from  the 
slow-burning,  semi -fire-proof,  to  the  completely  fire-proof 
in  which  no  wood  is  used  at  all. 

In  general  that  construction  may  be  considered  accept- 
able which  provides  incombustible  walls,  floor  arches, 
partitions  and  stairs  ;  and  that  design  proper  which 
plans  well  lighted  and  aired  rooms,  an  open  and  direct 
circulation  through  the  building  with  ample  and  well 
arranged  staircases  isolated  from  the  halls,  and  leading 
to  exits  at  entirely  different  parts, — preferably  the  oppo- 
site ends  of  the  building.  The  rules  of  the  Board  of  Fire 
Underwriters  will  be  found  to  apply  to  all  of  the  details 
of  fire-proof  construction  and  fire-isolation. 

This  fire-resisting  work  is  expensive.  It  must  be  done 
much  better  than  the  older  woodwork  or  it  will  soon 
wear  to  a  very  shabby  ajipearance  (although  still  service- 
able for  its  essential  purpose)  and  its  repairs  will  then 
be  difficult  and  unsatisfactory.  The  paint  and  enamel 
wear  off  of  iron  surfaces  that  are  touched,  so  that  metal- 
covered  doors  and  mouldings  soon  show  the  bare  iron  in 
spots.  If,  however,  the  woodwork  is  covered  with  copper 
or  its  alloys  or  if  the  drawn  metal  itself  is  used  and  left 
to  its  natural  surface  and  coloration,  it  forms  a  beauti- 
ful and  permanent  finish.  In  a  building  constructed  of 
masonry  and  with  metal-covered  woodwork  or  drawn 
metal  trim,  there  will  be  little  left  to  burn  except  the 
furniture,  the  Bibles  and  the  hymn-books.  Metal  furni- 
ture can  also  be  bought,  if  not  fire-proof  books. 

Fire-proof  stairs  with  slate  or  composition  treads  and 


52       THE  SUNDAY-SCHOOL  OF  TO-DAY 

platforms  on  irou  i^lates  should  be  built,  separated  from 
the  halls  by  fire-proof  partitions  and  screens  of  wired 
glass,  with  self-closing  doors,  so  that  even  if  one  hall  be 
filled  with  smoke  from  a  fire,  the  stairs  and  the  other 
halls  may  be  free  from  it  long  enough  at  least  for  escape 
through  them.  The  principal  danger  in  a  crowded  build- 
ing is  at  first  from  the  smoke,  which  from  even  a  small 
fire,  such  as  the  burning  of  the  furniture,  may  cause  un- 
easiness or  panic.  If  amj^le  use  of  wired  glass  is  made 
in  doors,  partitions  and  stair  wells,  both  fire  and  smoke 
may  be  confined  to  a  room,  or  to  a  floor,  for  a  consider- 
able period. 

For  walls,  floors  and  roof,  fire-i^roof  construction  is  suf- 
ficiently desirable  to  justify  and  even  require  its  greater 
initial  expense.  Stone  or  brick  lined  with  hollow  tile 
blocks  make  the  best  walls,  conforming  generally  to  the 
stone  or  brick  architecture  of  the  church,  with  floors  and 
roof  of  hollow  tile  arches  or  reinforced  concrete,  or  a 
combination  of  these  materials.  If  stone  or  brick  walls 
cannot  be  afforded,  a  construction  of  hollow  tile  blocks 
plastered  with  cement  outside  and  tile  or  concrete  floors 
and  roof  may  be  used  at  an  expense  above  wood  construc- 
tion amply  justified  by  its  greater  durability  and  its  re- 
sistance to  weather  and  fire ;  but  the  cement-covered 
building  is  never  beautiful  and  the  use  of  cement  for 
external  wall  covering  is  always  to  be  deprecated. 

Floors.  If  the  floor  construction  is  of  hollow  tile  or 
concrete,  the  finished  floor  may  still  be  of  wood,  maple 
and  oak  being  the  best,  but  it  will  be  much  better  to  lay 
a  plastic  composition  flooring  directly  upon  the  arches 
which,  hardening,  forms  with  them  a  solid  continuous 
and  impervious  mass  extending  from  wall  to  wall.  At 
the  walls  the  flooring  is  turned  up  to  form  a  base  with  a 
rounding  joint     There  are  no  cracks  nor  dust  pockets  in 


HOUSING  OF  THE  CHURCH  SCHOOL    53 

this  coutiuiious  surface  and  it  is  tlierelore  more  sauitary 
as  it  is  more  fire-proof  thau  wood.  Care  must  be  exer- 
cised in  ciioosiug  among  these  compositiou  ilooriugs  those 
which  have  proved  their  weariug  qualities  by  use. 

Cork  moulded  uuder  pressure  into  tiles  makes  a  dura- 
ble fioor,  noiseless,  aud  very  pleasant  under  foot. 

Smooth,  unglazed  tiles  now  made  in  a  variety  of  colours 
and  shapes  make,  with  mosaic  and  cement  compositions, 
excellent  floors  for  cloisters,  porches  and  halls. 

All  of  these  floors  cost  more,  at  first,  thau  wooden  ones 
but  they  are  a  good  investment  at  any  cost  as  they  are  at 
all  times  better  thau  wood  and  they  may  be  expected  to 
last  indefinitely  uuder  the  hardest  use. 

Class  Rooms.  While  the  size  of  the  class  rooms  may  be 
varied  for  varying  numbers  of  pupils,  in  general  sixteen 
by  sixteen  feet  may  be  assumed  as  the  unit  for  classes  of 
fifteen.  Wheu  a  house  is  to  be  newly  erected  and  the 
school  portion  of  it  is  to  be  divided  into  permanent  class 
rooms  the  design  is  simple  enough. 

The  school  wing  will  have  the  general  arrangement 
shown  on  the  accompanying  typical  plan,  about  forty 
feet  in  width  aud  as  long  as  may  be  ;  with  variations  to 
suit  particular  plots,  as  sketched  ou  the  suggested  gen- 
eral plans  here  illustrated. 

When,  however,  either  in  an  old  or  a  new  house  the 
same  floor  area  is  to  be  used  alternately  for  small  class 
rooms  aud  for  a  large  assembly  room,  the  problem  of 
division  and  addition  grows  interesting  and  difficult  up 
to  a  point  where  its  vigorous  solution  becomes  impossible. 
As  it  happens  this  is  the  problem  of  the  age  that  nearly 
every  school  presents  for  solution.  Very  few  of  them  can 
apportion  enough  open  and  enough  divided  space  for  both 
requirements  of  their  work,  so  that  the  impossible  must 
be  attempted  in  making  the  same  space  serve  both  pur- 


54       THE  SUNDA  Y-SCHOOL  OF  TO-DA  V 


poses.     At  the  outset  it  may  be  said  that  all  of  the  devices, 
folding,  sliding,  and  rolling  doors,  are  makeshifts  to  effect 


Typical  Plan  of  the  School  Wing  of  a  Parish  House. 

Showing  an  arrangement  of  class  rooms  which  may  be  thrown 

together  into  one  large  room.     The  staircase  is  in  an  isolated 

hall.     The  fire  escape  is  outside  of  the  building. 

a  very  difdcalt  transformation  of  rooms.     As  long  as  the 
doors  work  smoothly  they  may  be  used,  but  if  they  com- 


HOUSING  OF  THE  CHURCH  SCHOOL    55 

meuce  to  swell  with  dampuess  or  to  warp  with  dry- 
ness, or  are  deformed  by  pulling  them  when  they 
stick,  they  become  difficult  to  work  and  at  times  un- 
manageable. 

Doors.    There  are  three  principal  types  of  doors  : 

First,  those  that  slide  past  each  other,  hung  upon  a 
series  of  parallel  overhead  tracks  that  convey  them  back 
to  the  wall  against  which  they  stand,  when  opened,  side 
by  side :  the  group  of  doors  occupying  thus  a  space  of 
the  width  of  their  combined  thickness,  plus  their  clear- 
ance, projecting  forward  from  the  wall  the  amount  of  the 
single  door.  This  mass  of  doors  must  be  taken  account 
of  in  considering  the  space  to  be  opened.  When  doors 
like  this  are  not  too  heavy  they  may  be  hung  on  a  swivel 
trolley,  running  on  a  single  track.  Doors  as  large  as  four 
and  a  half  by  nine  feet  may  be  hung  and  operated,  with 
care,  in  this  way.  In  opening  them  each  door  is  turned 
at  right  angles  and  then  pushed  back  to  the  wall  where 
they  stand  side  by  side,  and  parallel  instead  of  normal  to 
the  wall. 

Second,  accordeon  doors,  which  are  hinged  to  each 
other  and  hung  from  the  centre  of  the  alternate  leaves  to 
an  overhead  track.  They  require  a  simultaneous  move- 
ment of  each  in  opening  and  closing  them.  They  are 
particularly  serviceable  for  small  class  room  partitions 
with  openings  up  to  ten  or  fifteen  feet  high,  and  twenty 
feet  extension. 

None  of  these  doors  need  be  thick  or  heavy.  Two-ply 
veneer  doors  on  a  core  one  inch  thick  will  maintain  their 
shape  as  well  as  the  old-fashioned  thick  panelled  doors, 
and  these  are  light  and  usable  in  places,  and  for  a  service 
impracticable  to  the  heavier  doors. 

Third,  there  are  several  kinds  of  flexible  doors  opened 
by  rolling  them  up  into  a  vertical  pocket  at  the  side  of 


56       THE  SUNDAY-SCHOOL  OF  TO-DAY 

the  room,  or  a  horizontal  pocket  uuder  the  ceiling.  These 
are  admirable  in  theory  :  they  comj)letely  close  the  open- 
ing, they  require  much  less  room  at  the  side  or  top  to  re- 
ceive them,  and  they  at  least  ought  to  be  easily  worked. 
Under  favourable  conditions  of  installation  and  careful  op- 
eration they  will  do  so.  They  are,  however,  expensive 
to  erect  and  to  repair  and,  rather  more  than  most  con- 
trivances, the  least  disarrangement  from  warping  of  the 
slats,  or  straining  or  tearing  of  any  part,  causes  them  to 
stick,  and  this  is  equivalent  to  putting  them  at  once  out 
of  commission.  Their  common  use  requires  them  to  work 
perfectly  at  all  times  but  they  never  move  too  easily,  and 
the  least  resistance  at  any  part  is  liable  to  strain  them 
and  so  endanger  their  smooth  running. 

With  the  increasing  use  of  such  doors,  which  the  new 
service  of  the  schools  requires,  improvements  will  be 
made  in  their  construction,  and  more  clever  devices  for 
their  operation,  so  that  the  opening  and  closing  of  spaces 
now  considered  impracticable  with  our  present  apparatus 
may  doubtless  be  accomplished. 

One  cannot  fix  definite  limits  to  the  admissible  size  of 
openings  for  movable  doors.  They  may  be  made  of  any 
size  desired,  but  the  smaller  they  are  the  better  they  will 
work.  In  general  the  sliding  doors  of  the  first  class  being 
independent  units  may  be  made  three  and  a  half  to  four 
and  a  half  feet  wide,  and  up  to  fifteen  or  even  twenty  feet 
high  in  sets  of  almost  any  number  to  suit  the  width  of  the 
opening,  although  beyond  a  certain  number  of  doors  their 
mass  becomes  unmanageable. 

Where  the  doors  of  either  sort  are  used  in  rooms  fre- 
quented by  children,  unremitting  care  against  mishap 
must  be  exercised  in  their  manipulation,  and  in  plan- 
ning rooms  enclosed  by  continuous  doors  of  any  of  these 
types,  it  must  be  borne  in  mind  that  they  work  hard,  too 
hard  for  children  to   open  and  close.     A  hinged  door 


HOUSING  OF  THE  CHURCH  SCHOOL    57 

should  be  provided  for  each  room  for  ordiuiuy  use  aud 
for  emergencies. 

The  closiug  of  these  doors  should  uever  close  the  main 
circulation  of  the  rooms  for  exit,  nor  should  they,  when 
folded  against  the  wall,  interfere  with  this  circulation. 
The  best  arrangement  places  them,  when  oiDened,  in  a 
pocket  between  walls,  but  this  can  only  occasionally  be 
done,  when  the  walls  are  at  hand  to  open  their  i)ockets  to 
them, — which  few  walls  are  disposed  to  do.  The  installa- 
tion of  such  doors  in  old  buildings  requires  a  rigid  over- 
head support  to  keep  the  tracks  in  line  and  in  surface. 
Columns  must  therefore  be  put  in  to  reduce  the  clear 
girder  span  in  wood  construction  to  about  twenty  feet. 
In  new  work,  and  with  steel  construction,  this  span  may 
be  increased. 

Curtains.  In  many  cases  heavy  curtains,  running  on 
poles  with  large  rings,  will  answer  as  well  as  doors  for  en- 
closing class  rooms.  The  poles  can  be  hung  from  the 
ceiling  on  fixed  hooks  in  low  rooms,  or  be  supported  on 
movable  pipe  columns  stepped  into  flange  sockets  in  the 
floor,  r/ud  braced  overhead  by  the  poles  themselves,  all 
of  which  can  be  removed  at  will,  thus  allowing  the  whole 
room  to  be  really  opened,  as  it  cannot  be  with  any  other 
form  of  doors.  Racks  for  the  black  or  green  boards  and 
charts  in  the  class  room  can  be  devised  to  be  hung  from 
the  same  poles.  This  curtaining  of  rooms,  while  not  giv- 
ing the  complete  privacy  to  the  classes  which  enclosing 
doors  give,  is  far  preferable  in  every  other  particular  for 
partitioning  off  a  large  room.  A  further  extension  of  this 
method  is  to  replace  the  curtains  by  units  of  light  screens 
about  four  by  eight  feet  of  thin  wood  or  composition- 
board  hung  from  the  same  poles  with  swivel  hangers. 
These  can  be  run  back  enough  to  open  the  front  half  of 
the  room,  and  lifted  off  of  the  tracks  and  stacked  away 


58       THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

wlien  the  whole  large  room  is  to  be  cleared.  The  instal- 
lation of  these  poles  and  rods  with  their  hangers,  trolleys 
and  rings,  require  some  ingenuity  and  is  the  work  of  a 
machinist  or  handy  carpenter.  The  apparatus  itself  is 
inexpensive,  compared  with  the  cost  of  any  sort  of  flexible 
doors. 

Clubs,  Institutional  Needs,  Etc.  The  teaching  work 
of  the  church  school  passes  over  into  so  many  other  allied 
activities  of  all  sorts  that  the  building  planned  for  the 
former  must,  to  serve  its  full  purpose,  be  readily  adapted 
to  as  many  of  the  latter  as  possible.  A  complete  discus- 
sion of  these  other  requirements  would  extend  this  chap- 
ter unduly,  but  they  require  at  least  passing  notice. 

The  clubs  and  societies  connected  with  the  school  can 
be  accommodated  in  the  class  rooms  which  may  be  opened 
into  each  other  to  form  large  or  small  rooms,  but  one 
room  large  enough  for  the  whole  neighbourhood  ought  to 
be  available  at  times  for  entertainments,  with  an  equip- 
ment of  stage  and  dressing  rooms,  and,  at  other  times,  for 
gymnastic  work,  with  bowling  alleys,  locker  rooms,  and 
baths  near  by.  One  or  two  rooms  devoted  entirely  to 
shop  work  will  require  special  fixtures.  It  is  apparent 
that  all  of  these  varied  requirements  make  the  house  an 
elaborate  and  expensive  building  calling  in  its  design  for 
the  most  skillful  adjustment  of  all  of  its  parts  :— an 
architectural  problem  similar  to  that  presented  by  the 
Y.  M.  C.  A.  buildings  and  in  them  so  successfully  worked 
out.  The  work  for  which  the  parish  house  is  intended 
being  so  closely  allied  to  that  of  the  Association  it  would 
appear  that  a  new  type  of  house  should  be  elaborated 
differing  but  little  from  that  of  the  Association  buildings. 
It  will  not  be  necessary  to  emphasize  the  difference  nor 
indeed  has  it  been  done  in  the  best  houses  erected  in  New 
York.      A    slightly  more  churchlike  handling  of  the 


HOUSING  OF  THE  CHURCH  SCHOOL    59 

architectural  motives  of  a  living  style  is  all  that  is  re- 
quired. 

If  the  cost  of  immediately  providing  the  full  equipment 
is  prohibitive  in  any  case,  as  it  often  will  be,  the  plan 
should  still  be  so  arranged  that  the  building  may  be  en- 
larged and  completed  later;  with  due  care  that  the  struc- 


A  Y.  M.  C.  A.  Building. 

Used  here  to  illustrate  the  requirements  of  a  completely  equipped 

Parish  House. 

tural  parts  erected  shall  not  interfere  with  the  size  and 
arrangement  of  rooms  which  will  finally  be  required.  The 
danger  is  that  the  excessive  first  cost  of  such  buildings  in 
fire-proof  construction  and  with  their  equipment  may 


6o       THE  SUN  DA  Y-SCHOOL  OF  TO- DA  V 

oblige  the  trustees  to  economize  by  using  cheai^  aud  uou- 
fire-proof  construction.  In  such  revisions  of  design  the 
architecture  is  liable  to  be  reduced  to  its  lowest  terms, 
leaving  the  construction  to  its  own  devices. 

What  the  architectural  expression  of  the  modern  parish 
house  is  to  be  may  be  to  some  extent  foretold  by  the 
recent  development  of  the  architecture  of  school  buildings 
on  the  one  hand  and  of  Y.  M.  0.  A.  buildings  on  the 
other,  both  illustrating  the  characteristic  enterprise  of 
the  world's  work.  While  for  both  classes  of  buildings 
the  historical  styles,  and  especially  a  free  transcript  of 
the  Renaissance,  are  properly  and  successfully  employed  it 
is  evident  from  the  briefest  inspection  that  the  problem  of 
design  has  somewhat  extended  the  limits  of  the  styles  by 
its  new  demand  upon  them  and  has  drawn  upon  their 
latent  aud  unexpected  resources  to  the  extent  of  creating 
a  new  arrangement  of  old  motives  almost  equivalent  to  a 
new  style. 

As  much  progress  as  this  can  hardly  be  expected  from 
our  parish  house  work,  on  account  of  its  connection 
with  the  church.  Where  the  new  house  adjoins  a  church, 
the  latter  will  properly  impose  not  only  its  own  style  but 
its  own  rendering  of  it  upon  the  house.  Upon  other 
houses  built  at  a  distance  from  their  parent  churches  the 
desire  of  giving  them  a  duly  ecclesiastical  aspect  will 
often  enforce  the  use  of  Gothic  or  Eomanesque. 

Yet  architecture  flourishes  and  rewards  its  clients  best 
when  it  is  free  and  when.it  is  stimulated  by  new  conditions 
to  be  expressed  in  important  buildings  worthy  of  serious 
and  earnest  study.  Such  are  parish  houses.  They  merit 
original  and  individual  treatment  for  the  full  expression 
of  their  varied  and  noble  work.  Their  design  should  in 
the  coming  years  bring  out  a  type  of  building  at  least  as 
vigorous  and  characteristic  as  the  recognized  types  of  the 
secular  schools. 


Ill 

THE  DETAILED  EQUIPMENT  OF  AK  UP- 
TO-DATE  SUNDAY  SCHOOL  BUILDING 

IT  is  a  sad  but  true  refiectiou  upon  the  sagacity  and 
business  acumen  of  our  clergy  and  Sunday-school 
superintendents  that  most  of  the  smaller  church 
schools  and  very  many  of  the  larger  ones  lack  a  certain 
amount  of  success  and  efficiency  because  of  inadequate 
accessories  to  the  individual  lesson  books,  or  a  slip-shod, 
disorganized  (or  rather  unorganized)  business  management 
and  superintendency.  These  are  important  and  vital 
matters.  No  matter  how  excellent  the  grading  may  be,  no 
matter  how  elaborate  the  curriculum  put  forth,  no  matter 
how  up-to-date  the  text-books  may  be  rated,  if  the  school 
is  lacking  in  accessories  of  equipment  or  in  organization, 
much  of  its  efficiency  and  "  resultfulness  '^  will  be  lost. 

The  purpose  of  this  chapter  is  to  point  out  some  of  the 
omissions  and,  at  the  same  time,  to  record  some  of  the 
newer  methods  and  supplies  of  sound  pedagogical  value. 

Given  the  bare  walls  of  the  building,  with  proiDcr 
rooms,  proper  heating  and  ventilating  apparatus,  proper 
lighting,  well  arranged  ;  there  is  an  equipment  essential 
for  the  plant  to  day,  very  different  from  that  to  which  we 
have  hitherto  been  accustomed. 

In  order  to  make  this  chapter  detailed  and  concrete  we 
will  consider  : 

1.  The  kindergarten  room. 

2.  The  primary  room. 

3.  A  typical  single  class  room,  which  will  contribute 

a  model  for  all  the  others. 

4.  The  adult  Bible  class  room. 

We    have    already    considered  the  floor  plans,    and 

61 


62       THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

arrangements  for  securing  separate  individual  rooms,  and 
the  probable  assemblage  for  worship,  and  the  methods 
of  each  department,  or  the  entire  school.  In  this  chai)ter 
we  are  concerned  with  the  equipment  both  as  regards 
furniture  or  permanent  fixtures,  and  accessories  to  the 
lesson  material. 

I.  The  Kindergarten  Room.  It  is  essential  that  the 
kindergarten  and  primary  rooms  particularly  be  bright 
and  cheery,  well  lighted,  well  heated,  well  ventilated, 
and  kept  at  a  temperature  of  about  sixty-five  degrees. 


'1hp:^u\ver.     By  Dr.  A.  Kkukattf. 
A  Typical  Coloured  Wall  Picture. 

The  walls  should  be  of  a  restful  uplifting  colour  or  tint, 
either  light  buff,  maroon,  blue,  green,  or  cream,  not  a 
decided  colour  at  any  rate,  nor  dark  or  depressing, — one 
with  not  too  much  blue  or  too  much  red,  both  of  which 
colours  are  injurious,  the  former  being  nerve-depressing 
and  the  latter  being  nerve-exciting.  The  value  and  effect 
of  colours  has  been  carefully  treated  in  a  chapter  in 
* '  Eeligious  Education. ' '  There  ought  to  be  a  frieze  above 
the  moulding  of  religious  pictures,  and  around  the  walls 
should  be  hung  religious  pictures  dealing  with  both  the 
Bible  and  great  cathedrals  and  churches,  charts  of  the 
Creed,  Lord's  Prayer,  Ten  Commandments,  Twenty -third 


EQUIPMENT  OF  THE  BUILDING        63 


Psalm,  First  Psalm,  and  Beatitudes,  smaller  religious 
pictures,  a  circle  chart  of  the  Christian  Year,  the  font 
roll,  star  attendance  roll,  etc. 

The  pictures  can   be  obtained  at  from  fifty  cents  to 
twenty  dollars  each,  from  the  New  York  Sunday-School 


THE  APOSTLES'  CREEP, 

I  BELIEVE  in  God  the  Father 
Almighty,  Maker  of  heaven 
and  earth:      ^  .    , 

And  in  Jesus  Christ  his  only 
Son  our  Lord:  Who  was  con- 
ceived by  the  Holy  Ghost  Born 
of  the  Virgm  Mary:  Suffered 
under  Pontius  Pilate,  Was 
crucified,  dead,  and  buried:  He 
descended  into  hell;  The  third 
day  he  rose  agam  from  the 
dead:  He  ascended  into  heavea 
And  sitteth  on  the  riffht  hand 
of  God  the  Father  Almighty: 
From  thence  he  shall  come  to 
judge  the  quick  and  the  dead. 

I  believe  m  the  Holy  Ghost: 
The  holy  Cathohc  Church;  The 
Communion  of  Saints:  The  For- 
giveness of  sins:  The  Resur- 
rection of  the  body:  And  the 
Life  everlastmg.  Amen. 


A  Cloth  Wall  Chart. 
Commission.     The  charts  are  one  dollar  each,  and  the 
smaller  pictures  are  five  and  ten  cents. 

The  furniture  should  consist  of  kindergarten  tables, 
scored  of  course,  which  come  in  various  sizes  and 
lengths,  averaging  about  one  dollar  a  linear  foot.     The 


64       THE  SUNDAY-SCHOOL  OF  TO-DAY 

liindergarten  chairs  ought  to  be  of  the  Mosher  pattern, 
which  is  a  hygienic  chair,  securely  made,  with  saddle 
seat  and  saddle  back,  costing  about  eight  and  a  half  dollars 
per  dozen.  There  would,  of  course,  be  a  sand  taUe^ 
which,  for  the  kindergarten  and  primary,  need  only  be 
tilting,  as  it  is  not  at  all  necessary  to  have  it  revolving. 


THE  LORjmPMm. 

Our  Father,  who  art 
in  heaven.  Hallowed  be 
thy  NamBa  Thy  kingdom 
come.  Thy  will  be  done  on 
earth.  As  it  is  in  heaven. 
Give  us  this  day  our  daily 
bread.  And  forgive  us  our 
trespasses.  As  we  forgive 
those  who  trespass  against 
us.  And  lead  us  not  into 
temptation;  But  deliver  us 
from  evil:  For  thme  is  the 
kingdom,  and  the  power, 
and  the  glory,  for  ever 
and  ever.  Amen. 


A  Cloth  Wall  Chart.  , 

These  tables  cost  from  eight  to  twelve  dollars  each.  Sand 
trays  can  be  obtained  without  the  base  or  legs,  which  can 
be  placed  on  any  table,  costing  only  six  dollars  each,  or  a 
sand  tray  may  be  readily  constructed  by  a  local  car- 
penter, given  two  or  three  coats  of  white  lead,  and  a  coat 
of  blue  paint  and  be  quite  satisfactory. 


EQUIPMENT  OF  THE  BUILDING        65 

A  hlackboard  should  also  be  used.  For  schools  who 
caunot  afford  an  exi3eusive  one,  a  blackboard  three  by 
four  feet  forms  a  convenient  size.  It  can  be  fastened  to 
the  wall  wherever  there  is  a  piece  of  side  moulding,  or  to 


THE  TENjmNDNIENTa 

I  Thou  shalt  have  none  other  gods  l)ut  me. 

n.  Thou  shalt  not  make  to  thyself  any  graven  Image, 
nor  the  likeness  of  any  thing  that  is  in  heaven  above,  or 
in  the  earth  beneath,  or  in  the  water  under  the  earth: 
thou  shalt  not  bow  down  to  them,  nor  worship  them;  for 
I  the  Lord  thy  God  am  a  jealous  God,  and  visit  the  sins 
of  the  fathers  upon  the  children,  unto  the  third  and 
fourth  generation  of  them  that  hate  me;  and  show 
mercy  unto  thousands  in  them  that  love  me  and  keep 
my  commandments. 

m.  Thou  shalt  not  take  the  Name  of  the  Lord  thy 
God  in  vain;  for  the  Lord  will  not  hold  him  guiltless, 
that  taketh  his  Name  in  vain. 

IV.  Remember  that  thou  keep  holy  the  Sabbath-day. 
Six  days  shalt  thou  labour,  and  do  all  that  thou  hast  to 
do;  but  the  seventh  day  is  the  Sabbath  of  the  Lord  thy 
God.  In  it  thou  shalt  do  no  manner  of  work;  thou,  and 
thy  son,  and  thy  daughter,  thy  man-servant,  and  thy 
maid-servant,  thy  cattle,  and  the  stranger  that  is  within 
thy  gates.  For  in  six  days  the  Lord  made  heaven  and 
earth,  the  sea.  and  all  that  in  them  is,  and  rested  the 
seventh  day:  wherefore  the  Lord  blessed  the  seventh 
day,  and  hallowed  it 

V.  Honour  thy  father  and  thy  mother;  that  thy  days  may 
be  long  in  the  land  which  the'  Lord  thy  God  givet'h  thee. 

VI.  Thou  shalt  do  no  murder. 

VII.  Thou  shalt  not  commit  adultery. 
Vm.  Thou  shalt  not  steal. 

IX.  Thou  shalt  not  bear  false  witness  against  thy 
neighbour. 

X.  Thou  shalt  not  covet  thy  neighbour's  house,  thou 
shalt  not  covet  thy  neighbour's  wife,  nor  his  servant,  nor 
his  maid,  nor  his  ox,  nor  his  ass.  nor  any  thing  that  is  his. 


SUinnART  OF  THE  COBUnANDBIENTS. 

Jesus  said:  1.  Thou  shall  love  the  Lord  thy  God  with 
all  thy  heart,  and  with  all  thy  soul,  and  with  aU  tiiy  mind. 
2,  Thou  phalt  love  thy  neighbour  as  thyself.  On  these 
two  commandments  hang  all  the  law  and  the  prophets. 


A  Cloth  Wall  Chart. 

the  jamb  of  a  door,  or  a  window,  very  easily  with  a  screw- 
eye  and  half-staple.  We  would  suggest  putting  the 
screw-eye  into  the  wall  and  the  half- staple  into  the  board. 
Moreover  the  half-staple  can  be  placed  on  the  board  both 
at  one  side  and  an  end  so  that  the  board  may  be  hung,  as 
the  teacher  might  wish,  either  swinging  lengthwise  or 


66       THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

upright,  according  to  the  drawings  she  wishes  to  place 
upon  it.  Schools  with  additional  funds,  desiring  a  stand- 
ard blackboard,  can  obtain  one,  mounted  on  a  standard 
revolving  both  ways,  such  as  is  shown  in  the  picture. 

Of  course,  the  room  will  be  equipped  with  an  upright 
piano,  and  if  wall  rolls  are  used  for  lessons,  there  should 
be  a  bracket  or  upright  on  which  they  can  be  hung. 

II.  The  Primary  Room.  The  primary  room  does 
not  need  the  kindergarten  tables,  nor  the  sand  table  very 
often,  but  it  does  need  the  Mosher  chairs,  the  blackboard, 
and  either  lap-boards,  or  small  tables.     Lap-boards  are 


A  Kindergarten  Table. 

pieces  of  binder's  board,  or  of  Swedish  leather  board,  of 
any  size  or  thickness  that  will  serve  as  a  desk  in  writing, 
picture  mounting,  taking  notes,  etc.  They  should  be 
provided  for  all  classes  beginning  with  the  primary, 
w^here  manual  work  is  to  be  used.  The  table  in  the 
kindergarten  takes  the  place  of  the  lap-boards.  Very 
often  the  primary  school  is  equipped  with  small  tables, 
or  perhaps,  better  still,  a  type  of  chair  is  used  that  has 
a  desk -arm  provided  for  each  scholar. 

The  same  directions  regarding  decoration  of  the  school 
should  apply.  Charts  of  the  First  Psalm,  Twenty-third 
Psalm,  and  the  Beatitudes,  and  the  Commandments  as 
well  as  the  Creed  and  the  Lord's  Prayer,  are  especially 


EQUIPMENT  OF  THE  BUILDING        67 

needed  for  the  Primary,  since  these  portions  of  ScriiJture 
are  memorized  in  this  department. 

III.  The  Typical  Individual  Room.  If  the  school  be 
thoroughly  equipped  it  should  be  j)rovided  with  long 
narrow  tables,  each  accommodating  five  scholars,  ar- 
ranged in  a  rectangle.  The  tables  would  be  folding 
tables  of  the  type  of  the  narrow  kindergarten  table, 
the  scholars  seated  on  the    outside,    according  to  the 


The  Mosher  Hygienic  Kindergarten  Chair. 

drawing,  five  on  a  side,  all  fifteen  facing  the  teacher, 
whose  desk  and  chair  forms  the  fourth  end  of  the  rect- 
angle. The  teacher's  table  could  very  well  be  one  shaped 
like  the  accompanying  cut,  or  a  folding  table  like  the 
round  one  shown.  This  will  enable  every  scholar  to 
perform  proper  manual  work,  and  the  teacher  to  see 
every  scholar  during  the  lesson  hour. 

In  some  parishes  where  the  school  is  crowded  and  it  is 
impossible  to  have  a  separate  room  for  each  class,  there 


68 


THE  SUNDAY-SCHOOL  OF  TO-DAY 


is  iu  use  a  hexagonal  foldiDg  table  which  accommodates 
six  scholars,  or  five  scholars  and  the  teacher,  and  while 
it  is  not  so  satisfactory  as  the  rectangular  form,  will 
accomplish  better  results  than  no  table.  It  is  a  table  that 
is  well  built  and  quite  satisftictory.  It  sells  for  about 
five  dollars. 

Around  the  room  will  be  found  the  following  equip- 


A  Tilting  Sand  Table, 
ment :— The  walls  will  be  tinted  a  restful  colour.     We 
would  suggest  that  they  be  stippled  rather  than  papered 
smooth,  or  painted.     For  many  reasons,  too,  burlap  is 
not  desirable  as  a  wall  covering. 

Above  the  molding  a  frieze  of  large  wall  pictures,  such 
as  the  Eeukauf,  Leipsic,   Hofmann,   or   even  the  large 


Ei  '^E 

H 

■ 

I^H 

mtS^ 

9 

Q 

PH 

dH 

■ 

^^^^^Mi^^^^H 

H       1 

H 

■ 

■    '^' 

f^ 

^ 

B^ 

B^'-fi 

^ 

^gi 

■yjj 

l^t,^.^,..! 

■1 

IHI 

HUmuI 

A    STOKY   OF    EASTKR    MORXING   TOLD   OVER    THE    SAND   TABLE 


TYPES    AND    SIZES    OF    WALL    BLACKIiOARDS 


EQUIPMENT  OF  THE  BUILDING        69 

Cosmos  pictures,  arranged  in  chronological  sequence,  can 
portray  the  life  of  Christ.  From  the  molding  can  hang 
fi'amed  pictures  in  carbon  or  aristo  of  the  great  masters, 
accumulated  by  degrees  as  funds  permit.  In  other  places 
around  the  wall,  facing  the  majority  of  the  class,  will  be 
found  charts  of  the  Lord's  Prayer,  the  Ten  Command- 
ments, the  Beatitudes,  the  Twenty-third  Psalm,  the 
Creed.  There  will  be  a  Bookcase  Chart  of  the  books  of 
the  Bible.  There  will  also  be  hung  a  series  of  outline 
blackboard  wall  maps  on  which  scholars  can  insert,  in 
chalk,  the  various  political  divisions,  cities,  journeys,  etc., 
of  Bible  lessons. 


A  Revolving  Standard  Blackboard. 
In  a  corner  near  the  teacher  will  be  found  a  wooden 
wall  case  containing  a  series  of  historical  maps,  any  one 
of  which  can  be  produced  at  a  moment's  notice,  but 
which  are,  when  not  in  use,  kept  clean  and  unharmed 
within  the  roll  case.  Near  the  teacher  there  should  stand 
an  easel,  or  standard  blackboard,  with  a  rack  at  the  foot. 
Behind  her,  in  the  larger  rooms,  a  cheap  electric  stere- 
opticon  lantern  should  be  available.  The  windows,  of 
course,  should  be  provided  with  opaque  green  shades 
set  in  lath-runners,  in  addition  to  the  ordinary  white 
sunlight  shades.  Between  the  windows,  facing  the 
lantern,  would  be  a  small  opaque  roll  screen,  on  which 
to  cast  the  pictures  when  the  lantern  is  in  use. 


70      THE  SUNDAY-SCHOOL  OF  TO-DAY 

Near  the  door  would  be  coat  hooks,  and  au  umbrella 
rack  aud  drip. 

In  one  corner  would  be  found  a  revolving  sand  table 
for  map  work,  of  the  type  that  is  shown  herewith.  It  is 
essential  that  this  table  should  revolve  in  order  to  make 
maps  of  varied  shapes,  such  as  Palestine  and  Egypt, 
which  run  in  one  direction,  and  Eoman  Empire  and 
Mesopotamia  which  run  in  the  other. 


A  Desk-Armchair. 

In  another  corner  will  stand  library  shelves,  filled  with 
books  of  the  reference  library,  for  each  class  ought  to 
possess  a  small  library  of  books,  valuable  for  its  par- 
ticular course.  The  books  might  belong  to  the  school 
library,  and  be  loaned  as  a  circulating  library  to  the 
class,  or  they  might  be  obtained  as  a  travelling  library 


EQUIPMENT  OF  THE  BUILDING        71 

from  the  public  library  system,  or  eveu  bought  and  owned 
by  the  class. 

•  'At  another  place  along  the  wall  will  be  found  a  closet 
with  glass  doors  in  which  will  be  a  museum  of  models. 


TWENTY-THIRD  PSALM. 

The  Lord  is  my  shepherd;  I 
shall  not  want 

He  maketh  me  to  he  down 
m  green  pastures:  he  leadeth 
me  beside  the  still  waters. 

Herestorethmysoul:helead- 
eth  me  m  the  paths  of  right- 
eousness for  his  name's  saka 

Yea,  though  I  walk  through 
the  valley  of  the  shadow  of 
death,  I  will  fear  no  evils  for 
thou  art  v^th  mej  thy  rod  and 
thy  staff  they  comfort  me. 
.  Thoupreparestatablebefore 
me  m  the  presence  of  mme  ene- 
mies: thou  anointest  my  head 
with  oil;  my  cup  runneth  over. 

Surely  goodness  and  mercy 
shall  follow  me  all  the  days  of 
my  hf  e:  and  I  will  dwell  in  the 
house  of  the  Lord  for  ever. 


A  Cloth  Wall  Chart. 


Bible  models  are  quite  an  essential,  to-day,  of  modern 
methods  in  the  Sunday-school,  to  illustrate,  concretely, 
much  of  Bible  teaching.  In  some  schools  these  models 
are  placed  in  the  library  and  loaned  to  various  classes, 
as  needed.     In  other  schools,  the  director  of  hand-work 


72       THE  SUNDAY-SCHOOL  OF  TO-DAY 

has  charge  of  them,  aod  in  some  large  schools  each  class 
has  its  own  outfit. 

There  might  also  be  several  tables  along  the  wall, 
available  by  the  class  for  paper  pulp  modelling,  map 
work,  book  jiasting,  etc. 


THE  BEATiniDES. 

BLESSED  are  the  poor  in  spirit: 
For  theirs  is  the  kingdom  of  heaven. 
Blessed  are  they  that  mourn: 
For  they  shall  be  comforted. 

Blessed  are  the  meek: 
For  they  shall  inherit  the  earth. 

Blessed  are  they  which  do  hunger 
and  thirst  after  righteousness; 
For  they  shall  be  filled. 

Blessed  are  the  merciful: 
For  they  shall  obtain  mercy. 

Blessed  are  the  pure  in  hearts 
For  they  shall  see  God. 

Blessed  are  the  peacemakers: 
For  they  shall  be  called  the  children  of  God. 

Blessed  are  they  which  are  per- 
secuted for  righteousness'  sake: 
For  theirs  Is  the  kingdom  of  heaven. 

Blessed  are  ye,  when  men  shall 
revile  you.  and  persecute  you,  and 
shall  say  all  manner  of  evil  agamst 
you  falsely,  for  my  sake. 

Rejoice,  and  be  exceedmg  glad:  for 
great  is  your  reward  in  heaven: 
lor  so  persecuted  they  the  prophets 
which  were  before  you. 


A  Cloth  Wall  Chart. 

In  the  class  library  there  should  be  available  a  number 
of  stereoscopes,  with  a  complete  set  of  Old  Testament 
and  New  Testament  stereograplis,  one  of  the  very  best 
aids  to-day  to  intelligent  teaching. 

As  it  is  the  growing  fashion  to-day  for  separate  classes 


A    KINDERGARTEN   TABLE 

(This  SKine  style  makes  the  best  type  of 
class  tables  for  older  pupils) 


A  TEACHER  S   TABLE,   WITH   BOOK 
COMPARTMENT 


SEATING   PLAN    OF    A   CLASS 


ANOTHER    teacher's    TABLE     (FOLDING    STYLe) 


THE  FOLDING    HEXAGONAL  CLASS   TABLE 


A  WALL  BLACKBOARD   DRAWING    MAI 
PAINTED  ON   BLACKBOARD  CLOTH 


A    MULTI-ILLUMINANT    STEREOPTICON,    SHOWING    A    TYPICAL 
LANTERN    AT    MODERATE    PRICE 


THE  COMMISSION   REVOLVING  AND  TILTING   SAND   TAlll.E 


A    HAND    STEREOSCOPE   FOR    MANUAL    STUDY   OF   REAL   PLACES 


EQUIPMENT  OF  THE  BUILDING        73 

to  have  their  own  type  of  service,  a  small  reed  organ 
might  be  found  in  place,  and  then,  of  course,  on  the  wall, 
will  be  seen  a  small  hymn  board. 

If  a  class  be  what  is  known  as  an  adidt,  or  organized  class, 
a  combined  hymn  and  register  board  will  naturally  super- 


The  Class  Hymn  Board. 

sede  the  simple  hymn  board,  for  a  roll  of  the  class  could 
be  posted  as  an  incentive.  Very  often  an  additional  in- 
centive is  used  by  the  posting  on  the  wall  of  an  aim  and 
motto,  which  are  very  effective  in  producing  high  ideals. 
These  can  well  be  recited  by  the  class  at  the  session. 

This  outfit  may  seem  to  be  overwhelming  and  perhaps 
the  portrayal  will  alarm  many  superintendents  who  fear 


74       THE  SUNDAY-SCHOOL  OF  TO-DAY 


the  excessive  cost,  bat  the  individual  pieces  of  equipment 
do  not  cost  much  in  themselves  and  can  readily  be  ob- 
tained by  degrees.     If  they  are  obtained   through  the 


Our  Aim 

lEJVERY  member  present 
Every  Sunday  on  time 
With  his  own  Bible 
A  studied  lesson 
A  liberal  offering 
A  mind  to  learn 
A  worker  for  others 


The  School  Aim. 


Our  Motto 

j  l|  am  but  one.  but  I  am  one 
I  cannot  do  Everything,  but  I  can  do  Something 

"What  I  can  do.  I  Ought  to  do 
What  I  ought  to  do.  God  helping  me.  I  Will  do 


The  Class  Motto, 
self-denial  of  the  class,  and  the  room  furnished  as  a  class 
organization  through  contributions,  or  money  raised  by 
entertainments,  there  will  be  a  class  spirit  and  cohesion 
that  is  particularly  productive  of  good  results. 


IV 

THE  GEADED  SUNDAY-SCHOOL 

BACK  of  the  entire  modern  movement,  and  form- 
ing the  basal,  or  foundation  stones,  on  which  it 
rests,  lies  grading.  It  is  essential  at  the  outset 
that  the  superintendent  of  even  the  smallest  country 
Sunday-school  fix  clearly  in  his  mind  and  in  his  practice 
just  what  grading  means  and  how  it  is  to  be  accom- 
plished, for  there  are  hundreds  of  schools  to-day  that  call 
themselves  "  graded,"  but  are  really  serenely  jogging 
along  helplessly,  in  the  old  style,  with  a  practical  neglect 
of  the  needs  of  the  individual  pupil. 

What  is  a  Graded  School  ?  In  the  appendix  to  the 
Eeport  of  the  Joint  Commission  of  the  General  Conven- 
tion on  Sunday-school  Instruction  of  the  Episcopal 
Church  published  October,  1907,  the  Commission  says : 
^^  The  term,  'a  graded  school,'  has  proved  in  practice  to 
be  a  somewhat  loose  designation.  Sometimes  a  school  is 
called  '  graded  '  when  the  same  uniform  lesson  is  used  all 
through  the  school  (except  perhaps  the  Primary),  only 
that  the  school  is  organized  in  certain  groups,  as  a  'main 
school,'  'Bible  classes,'  or  'senior  school,'  etc.  The 
gradiug  in  this  case  is  not  at  all  in  the  lessons,  but  only 
in  the  grouping  of  pupils. 

"Again,  a  school  is  called  'graded '  when  each  of  the 
various  groups  or  departments  studies  the  same  topic  or 
lesson  at  the  same  time,  though  in  forms  modified  to 
suit  the  various  ages.  Here  there  is  grading  both  in 
school  grouping  and  in  lesson  form. 

75 


76       THE  SUNDAY-SCHOOL  OF  TO-DAY 

^'  Still  again,  a  school  may  have  au  order  of  studies, 
by  which  certain  topics  are  gone  over  in  certain  depart- 
ments or  at  certain  ages.  It  may  happen  that  no  two 
classes  are  working  on  the  same  subject  or  lesson  at  any 
one  time,  yet  each  class  is  following  out  the  scheme  of 
study  for  the  school.  This  is  the  most  complete  form  of 
gradiug,  generally  designated  as  a  'subject-graded' 
scheme. 

"  The  first  mentioned  school  is  not  generally  graded  at 
all.  It  is  merely  grouped.  Grading  applies  properly  to 
lessons  rather  than  to  organization.  The  second  school 
may  be  j  ustly  called  a  graded  school,  but  it  is  not  really 
'  sub>ject-graded.' 

"There  is  little  question  but  that  the  attempt  to 
modify  the  same  lesson  topic  in  such  ways  as  to  adapt  it 
to  various  grades  at  once  will  ultimately  be  surrendered 
in  favour  of  a  real  subject-graded  plan.  There  are  funda- 
mental differences  in  the  method  of  study  suitable  to 
various  ages  which  render  it  undesirable  to  keep  all  de- 
partments of  the  school  on  the  same  topic  and  proceed- 
ing at  the  same  pace.  Moreover,  in  other  than  Biblical 
material,  such  a  uniform  plan  is  impossible.  Even  the 
attempt  to  accomplish  it  in  Biblical  material  tends  to 
make  it  impossible  to  treat  other  material  in  any 
adequate  or  pedagogical  way. 

"A  school  should  be  graded  In  accordance  with  the 
recognized  laws  of  child  development.  There  are  well- 
marked  periods  in  child  life.  The  earliest  runs  until 
about  seven  years.  The  second  is  from  seven  to  nine  or 
ten,  roughly  speaking.  The  third  runs  from  nine  or  ten 
to  about  thirteen.  The  fourth  covers  approximately  the 
ages  of  thirteen  to  seventeen.  It  is  convenient  to  have 
the  school  divided  into  departments  according  to  these 
periods,  and  especially  desirable  where  there  is  facility 
for  using  separate  rooms  or  buildings. 


THE  GRADED  SUNDAY-SCHOOL        77 

^*But  actual  separation  of  pupils  is  uot  so  iinportaut 
as  a  dilfereutiation  in  the  lessou  material  aud  the  way  of 
handling  it.  In  the  Beginners'  and  Primary  grades  large 
groups  of  children  may  be  handled  by  a  single  teacher. 
Even  in  the  next  or  third  period,  classes  may  be  rea- 
sonably large,  provided  the  teacher  is  competent.  Nor  is 
it  absolutely  necessary  in  this  period  to  separate  the 
sexes,  though  perhaps  desirable.  The  fourth  period 
should  see  smaller  classes,  separated  by  sexes,  and  taught 
preferably  by  teachers  of  their  own  sex. 

"In  the  Beginners'  and  Primary  grades  the  children 
will  not  be  expected  to  do  much,  if  any,  home  work. 
The  principles  of  the  kindergarten,  though  not  neces- 
sarily its  actual  method,  will  pertain.  The  years  from 
eight  to  ten  will  be  diligently  used  for  api)ropriate 
memory  work.  It  will  not  usually  be  practicable  to 
expect  much  writing  before  the  third  period,  or  to  get 
map  work  done,  but  both  can  be  commenced  at  about  ten 
years.  Yet  previous  to  this,  note-book  work  with 
pictures  and  other  illustrated  features  can  be  accom- 
plished. 

"Biographical  work,  usually  begun  in  later  primary 
years,  will  be  continued  into  history  in  the  succeeding 
periods.  The  teaching  of  the  Catechism  comes  best  at 
ten  or  eleven  years,  but  the  Christian  Year,  if  taught 
objectively,  may  precede  this.  The  Prayer  Book  must  be 
taught  in  exceedingly  simple  fashion  if  it  is  undertaken 
before  the  age  of  twelve.  The  ages  of  thirteen  to  four- 
teen or  fifteen  should  not  fail  of  some  direct  ethical 
instruction,  nor  of  a  clear  and  forceful  presentation  of 
the  life  of  our  Lord.  Both  of  these  subjects  should  be 
mastered  by  the  pupil  as  a  background  for  the  confirma- 
tion decision." 

Grading  is  pedagogically  recognizing  child-develop- 
ment.    Good  grading  must,  therefore,  plan  (1)  to  adapt 


78       THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

the  topical  subject-matter  or  material  to  the  right  age  ; 
(2)  to  meet  the  particular  moral,  practical,  and  mental 
requirements  of  each  period  of  development ;  (3)  to 
supply  all  the  religious  instruction  material,  correlated 
subjects,  etc.,  consistent  with  the  broadest  possible  relig- 
ious education,  giving  due  regard  to  and  practical  co- 
operation with  the  public  school  work  of  the  children. 
It  supplements,  not  supplants,  the  public  school.  (4)  It 
will,  of  course,  in  doing  this,  adjust  questions  to  the 
comprehension  of  the  children.  It  will  be  adjustment, 
not  in  the  same  material,  but  differing  material,  suited 
to  each  age.  In  all  schools,  this  grading  should  be  done 
by  a  specially  qualified  teacher.  It  will  seldom  be  the 
superintendent,  who  is  qualified  in  management,  not 
religious  education.  It  may  be  one  of  the  regular  class 
teachers  or  a  special  grading  officer,  or,  better  still,  a 
Principal. 

Principles  of  Grading.  In  undertaking  to  grade  a 
school,  it  must  be  remembered  that  the  week-day  school 
grade  should  be  the  main  guide.  On  the  average,  it 
will  be  found  that  five  per  cent,  are  one  grade-  ahead  of 
their  age  and  five  per  cent,  one  grade  behind.  That  is, 
ninety  per  cent,  will  agree,  year  with  grade.  In  the  slum 
districts  of  a  city,  the  minimum  of  five  per  cent,  deficients 
will  mount  to  fifteen  per  cent,  or  even  more.  In  cultured 
districts,  the  progressives  will  rise  to  about  the  same  pro- 
portion, fifteen  per  cent.  Placing  the  grading  strictly 
upon  the  standing  in  day-school  does  away  with  dis- 
satisfaction, grumbling,  and  open  rebellion.  The  ^'  grad- 
ing teacher''  (principal)  or  superintendent  is  relieved  of 
seemingly  arbitrariness,  for  he  has  no  option.  The  child 
recognizes  his  place  in  day-school,  and  most  naturally 
falls  into  the  same  place  in  Sunday-school,  with  the  added 
advantage  of  learning  to  place  the  Sunday-school  and  the 


THE  GRADED  SUNDA  Y-SCHOOL        79 

day-school  on  the  same  par  at  the  start !  lu  large  schools, 
each  grade  is  a  year  j  in  small  schools,  two  grades  com- 
bine to  form  a  two-year  cycle. 

We  must  accept  certain  things  as  essential  and  neces- 
sary, and  then  proceed  to  arrange  them  with  due  regard 
to  the  child's  mental  fitness  and  development.  In  sug- 
gestiug  the  following  order  of  studies,  we  are  absolutely 
iu  agreement  with  the  majority  of  the  foremost  educators 
of  the  day. 

The  Only  Intelligent  Way  to  Grade  a  Sunday-school. 
Grading  should  be  done  by  day-school  grades,  which 
show  the  ability  of  the  pupils  to  handle  the  material  of 
education  rather  than  by  ages  or  height,  as  is  often  the 


case. 


Make  a  list  first  of  all  pupils,  arranged  alphabetically, 
by  name.  Indicate  age,  address  and  day-school  grade. 
Arrange  in  classes  by  the  day-school  staudiug,  all  third 
grades  together  {%.  e.,  about  eight  years  old)  ;  all  fourth 
grades,  etc.  If  the  school  be  too  small  for  single  grades 
of  separated  boys  and  girls,  either  place  boys  and  girls 
together,  or  combine  the  two  adjoining  grades  in  one 
class,  thus  the  thirds  and  fourths  together,  and  make  a 
two-year  course  for  that  class,  one  year  in  the  topic  that 
would  naturally  come  for  the  third  grade  and  the  second 
year  in  that  set  forth  for  the  fourth  grade.  In  this  way, 
the  complete  curriculum  is  covered  with  but  half  the 
number  of  classes. 

Then  next,  do  not  neglect  to  use  a  little  printer's  ink. 
Most  schools  fail  right  here.  After  a  year  the  teachers 
a/nd  pupils  become  discouraged  and  all  want  one  subject. 
Or  Miss  Jones  wants  to  teach  the  <' interesting  book 
Miss  Brown  has,"  and  sees  no  reason  why  her  class  may 
not  have  it.  It  is  because  the  teachers  and  pupils  do  not 
know  what  the  system  is,  do  not  grasp  the  curriculum, 


8o       THE  SUNDAY-SCHOOL  OF  TO-DAY 

do  not  see  what  wheel  each  one  is  in  the  general  ma- 
chinery. 

Therefore  issue  a  little  folder  like  the  sample  below. 
Print  an  abundance  of  them.  Circulate  them  freely. 
Give  one  to  every  scholar,  every  parent,  every  teacher. 
Sow  them  broadcast  in  the  town.  It  is  good  and  con- 
servative advertising.  Dozens  of  new  children  will  flock 
in,  being  brought  ofttimes  by  the  parents  themselves, 
because  they  admire  a  systematic  and  pedagogical  school. 
It  works  well  every  time.     Here  is  the  sample. 

(Page  1) 
Name  of  the  School  and  Address. 

School  Session  Meets  at  Nine-thirty  sharp 
Each  Lord's  Day  Morning 

®ur  fIDotto : 

Every  Scholar  Present  Every  Sunday. 

Every   Scholar  Present  ON  TIME. 

Every    Scholar    Studying    Every    Lesson    Each    Week    at 
HOME. 

Every  Scholar   Saying    Private   Prayers  at   Home,  Morning 
and  Evening. 

Every  Parent  Helping  the  School  in  Home  Work. 

Every  Scholar  in   attendance  at  at  least  ONE  CHURCH 
SERVICE  Each  WEEK. 

Every  Scholar  a  Christian,  a  Churchman,  and  a  Becoming 
Example. 

Every    Young    Person    in    Every    Home,   from    Three    to 
Twenty-one  a  Scholar  with  US  HERE. 


THE  GRADED  SUNDAY-SCHOOL       8i 

(Page  2) 

©ur  (BraMno  anO  Cumculum 

Grade  in  Public  School 

The  Kindergarten  School  (to  6  years). 

K.     Stories    from    the   Old    Testament,    New   Testa- 
ment, and   Nature.     (Kindergarten  Exercises.) 

The  Primary  School  (to  Third  Grade  Day  School). 
I,  II.     Similar  Stories  with  older  treatment. 

The  Grammar  School. 

III.  Class  of  192 1— (Catechism,  Christian  Year),  Old 

Testament  Stories. 

IV.  Class  of  1920— (Use  of  Prayer  Book),  Old  Testa- 

ment Stories  Completed. 

V.      Class  of  19 19— Junior  Historical  Life  of  Christ. 

VI.     Class  of  1918— Teachings  of  Christ  (Ethics)  or 
Early  Christian  Leaders. 

VII.     Class   of    i9i7_01d   Testament   History  as  the 
Preparation  for  the  Messiah. 

VIII.     Class  of  19 16— Life  of  Christ  the  Messiah. 

The  High  School 
I  H.     Class   of    19 1 5— The    Teachings    of   Christ  the 
Messiah  or  Christian  Doctrine. 

II  H.     Class    of    19 14— The    History  of  the   Apostolic 
Church. 

Ill  H.     Class  of  19 1 3 — Church  History. 

Class  of  i9i2^The  Epistles  and  their  Writers. 

The  Post-Graduate  School. 
Normal  and  Bible  Classes. 
Elective  Subjects. 


82       THE  SUNDAY-SCHOOL  OF  TO- DA  V 

(Page  3) 

Scbool  IRules 

We  want  no  unnecessary  Rules.  Rules  are  only  intended 
for  USE.  They  are  to  help  each  one  to  help  each  one  else, 
so  that,  without  selfish  infringement  of  rights,  each  one 
may  do  his  work,  "  mind  his  own  business  "  and  assist 
others  to  do  likewise.  Therefore  ALL  Scholars  should 
delight  for  the  good  honour  and  welfare  of  the  School  in 
seeing  that  these  few  Rules  are  properly  KEPT. 

3for  Bll 

Be  REGULAR  and  Always  on  TIME.  This  School  ex- 
pects it,  just  as  Public  School  does.  Study  the  Lesson 
AT  HOME  EArrHFULLY  each  week. 

IFor  Scbolars 

Always  get  Special  Permission  from  Teacher  to  leave  Class 
at  any  time  during  Lesson  Hour. 

Remember  that  Inattention,  Loud  Talking,  Noises,  etc., 
disturb  the  rights  of  OTHERS.  You  have  rights, 
respect  theirs.      Do  not  injure  the  School. 

We  expect  Just  the  Same  Conduct  in  EVERY  WAY  in 
the  Church  School  that  you  show  in  Public  School. 
This  will  guide  you,  in  place  of  many  Rules.  This  is 
primarily  a  School. 

You  are  expected  to  Attend  at  least  ONE  SERVICE  IN 
CHURCH  A  WEEK.  This  is  not  "  Compulsory 
Church,"  but  our  duty  to  train  you  in  proper  Worship, 
just  as  we  do  in  the  Bible.  You  will  be  marked  for 
this  the  following  Lord's  Day. 

A  REPORT  will  be  sent  HOME  to  your  Parents  reg- 
ularly, showing  Attendance,  both  at  School  and 
Church,  Conduct,  Offering,  and  Study  of  Lesson. 

All  Diplomas,  Certificates,  Honours,  and  Graduation  de- 
pend on  the  high  Standing  of  these  Records.  It  is  to 
your  personal  advantage  to  stand  well. 


THE  GRADED  SUNDAY-SCHOOL       83 

Remember  that  the  Purpose  of  this  School  is  YOUR 
GOOD,  to  help  YOLJ  to  become  a  worthy,  noble 
man  or  woman,  a  Credit  to  your  God,  your  Church, 
your  Home,  your  Country.  Help  us  to  maintain  a 
high  standard  for  the  School,  and  to  make  it  the  best 
and  most  helpful  School  in  this  city. 

Bring  EVERY  other  Young  Person,  not  already  connected 
with  such  a  School,  and  we  will  try  to  help  such  a  one 
as  well.  The  Spirit  of  JESUS  CHRIST,  our  Saviour, 
is  the  Spirit  of  Service  and  Helpfulness  to  OTHERS. 

(Page  4) 
Names  of  Officers  and  their  Addresses. 
Names  of  Teachers  and  their  Degrees. 

The  plan  of  putting  Class  of,  etc.,  is  far  better  psycho- 
logically than  Class  I,  Class  II,  etc.,  or  even  than 
Class  A,  Class  B,  etc.  The  moral  effect  on  the  pupils  is 
to  keep  them  banded  together  as  a  class  unit  and  to  hold 
them  in  the  school  until  the  graduating  point.  They  do 
not  drop  out  so  readily  in  this  way.  This  plan  works 
wonderfnlly  in  the  upper  grades  ;  but  attention  has  been 
called  to  the  fact  that  children  from  eight  to  twelve  ^'  live 
in  the  present,"  i.  e.,  do  not  look  far  forward,  and  that 
''  Class  of  1918  "  seems  discouraging  and  an  endless  path 
to  the  small  eight-year-old  entering  in  1908.  It  might 
be  well  to  use  grammar  titles  or  junior  and  intermediate 
titles  up  to  high  school,  and  then  commence  the  titles  by 
year  of  graduation. 

It  has  been  found,  by  experience,  that  the  best  num- 
bering for  classes,  as  the  general  nomenclature,  is  un- 
doubtedly to  adopt  the  terminology  of  the  day-school 
system  in  vogue  in  a  particular  town.  Then  grade 
stands  for  grade,  and  there  is  no  misunderstanding  when 
a  grade  is  referred  to.  ''Third  Grade  Public  School "  is 
the  exact  equivalent  of  ''Third  Grade  Church  School." 


84       THE  SUNDAY-SCHOOL  OF  TO-DAY 

Oue  of  the  best  incentives  towards  higher  educational 
improvements  on  the  part  of  the  teachers  is  to  note  on 
the  fourth  page  of  the  folder,  where  a  list  of  the  teachers 
is  inserted,  the  indication,  after  their  names,  that  they 
are  either  day-school  teachers,  or  hold  certificates  for 
having  taken  the  teacher  training  course  in  religious 
education. 

Some  schools  now  enter  "  C.  T. '  ^  after  the  names  of 
such  teachers,  the  abbreviation  standing  for  '^Certifi- 
cated Teacher."  It  is  given  alike  to  those  who  hold 
certificates  for  normal  school,  or  for  training  courses  in 
the  Sunday-school.  Even  the  scholars  note  the  difference 
and  many  an  indifferent  teacher  has  been  spurred  to 
effort  by  an  inquiry  from  a  scholar  as  to  why  she  does 
not  hold  the  degree  of  C.  T." 

Home  Cooperation,  How  to  Gain  It.  To  gain  proper 
codperatiou  an  upheaval  and  reorganization  is  necessary. 
The  word  "Sunday"  is  dropped  and  the  school  is  called 
a  ''school."  Then  a  circular  letter,  explaining  the  re- 
organization, copied  either  by  printing  or  in  mimeograph, 
is  sent  to  all  parents,  even  if  their  children  be  not  on  the 
school  roll.  A  suggested  form  is  given.  It  brought  one 
hundred  and  twenty-five  new  scholars  the  first  Sunday 
of  reorganization  in  oue  run-down  school.  They  have 
stayed  in  the  school  ever  since.  That  letter  was  worth 
while.  It  has  accomplished  definite  results  along  every 
detail  considered. 

A  Sample  Letter 

Dear  Friends  : 

Beginning  with  next  Sundaj',  yonr  Sun  clay- school  will  be  called 
"The  Clinrch  School."  We  want  your  personal  cooperation  and 
weekly  help  in  order  to  make  it  the  very  hesl  and  largest  Sunday-school 
in  this  city. 

The  school  is  distinctly  for  the  benefit  of  your  children.  It  is  to 
teach  them  right  living,  make  them  know  God's  Holy  Word,  train 


THE  GRADED  SUNDAY-SCHOOL       85 

them  into  honourable  and  good  men  and  women,  an  honour  to  God, 
to  the  nation,  and  to  you.  This  teaching  is  really  the  work  that  you 
of  the  home  ought  to  be  doing,  but  which  has,  by  custom  of  recent 
years,  been  left  to  the  Church.  The  public  school  cannot,  under  pres- 
ent conditions,  teach  religion.  We  are  therefore  doing  your  work  for 
the  future  and  present  good  of  your  children. 

We  are  glad  and  willing  indeed  to  do  it,  and  labour  hard,  both 
officers  and  teachers,  to  train  your  children  religiously,  but  at  least 
we  have  a  right  to  ask,  and  we  expect  to  receive  your  personal  and 
faithful  cooperation  and  help. 

We  lovingly  ask  you  to  see  to  it  diligently  that  your  children  are 
on  time,  promptly  before  9:30  each  Lord's  Day,  that  they  study  the 
lesson  at  home  each  week  (with  your  help,  if  possible)  and  that  they 
are  sent  to  at  least  one  church  service  each  week.  If  perchance  your 
children  have  not  been  attending  our  school,  will  not  you,  for  their 
moral  and  religious  training,  send  them  regularly,  beginning  next 
Sunday? 

To  enable  you  to  know  how  your  children  are  progressing,  we  will 
send  you  a  report  each  mouth,  which  we  will  ask  you  to  sign  and  re- 
turn the  following  Sunday. 

Later  in  the  year,  W3  hope  to  arrange  a  special  meeting  (A  Parents' 
Meeting)  which  we  shall  beg  you  to  attend,  to  meet  the  officers  and 
teachers  and  to  talk  over  the  problems  of  the  school  in  which  you  can 
help  us  still  further  to  help  your  children. 

Please  write  us  or  consult  us  at  any  time.  We  shall  be  glad  to  have 
you  visit  the  school  any  Sunday  morning  to  see  what  we  are  trying  to 
accomplish.  We  need  your  intelligent  sympathy  in  this  important 
work. 

Faithfully  yours,  etc. 

This  circular  letter  should  be  seut,  together  with  the 
folder,  to  each  ixireiit,  who  has  a  child  between  three  and 
twenty-one,  whether  in  the  Sunday-school  at  that  time  or 
not. 


How  to  Grade  a  Small  School.  It  is  a  very  simple 
thing  to  grade  even  the  smallest  country  school  so  that  each 
child  has  its  distinct  grade,  y«^a^  after  year,  and  a  definite, 
progressive,  well  mapped-out  subject- curriculum. 


86       THE  SUNDA  Y-SCHOOL  OF  TO-DA  V 

If,  for  example,  we  say  that  there  are  to  be  eight  grades 
above  the  Primary,  i.  e.^  runniDg  from  eight  years  of  age 
to  eighteen,  we  cau  give  auy  nomeuclature  we  wish  to 
those  grades,  the  best  one  being  the  public  school  names 
for  those  corresponding  ages  apj)roximately.  The  school 
is  too  small  for  sixteen  classes,  eight  each  of  boys  and 
girls.  Half  that  number  would  be  all  it  could  possibly 
stand,  perhaps  even  less. 

]^ow  manifestly  every  child,  no  matter  how  few  the 
grades,  is  in  the  school  eight  years  in  passing  from  eight 
to  eighteen.  Again,  a  year  or  two  one  way  or  the  other 
does  not  make  any  essential  difference  in  the  choice  of  a 
subject  to  be  taught.  Therefore,  if  we  take,  for  illustra- 
tion, the  eight  grades  of  the  Commission  Series  above  the 
"beginning  reading"  age  and  number  them,  say,  I,  II, 
III,  etc. ,  up  to  VIII,  we  can  arrange  them  this  way  for  a 
two-year  course,  each  year  having  but  four  grades  taught, 
and  the  cycle  completing  all  the  eight.  We  then  put  the 
two  years  (or  two  grades)  of  children  together,  thus  : 


Ages 

P.  S.  Grades 

First  Year 

Second  Year 

8  and    9     . 

.     Ill  and  IV      . 

.     Grade  I 

^  Grade  II 

10  and  11 

.     V  and  VI   .     . 
.     VII  and  VII  . 

.     Grade  III.-^ 

:^Grade  IV 

12  and  13     . 

.     Grade  V.^ ' 

-^  Grade  VI 

14  and  15     . 

.     I  and  II  H.  S. 

.     Grade  VII^ 

^'^  Grade  VIII 

A  child  entering  the  grammar  school  at  eight  takes 
Grade  I,  is  nine  the  next  year  and  takes  Grade  II,  is  ten 
the  next  year  and  takes  Grade  III,  is  eleven  the  next 
year  and  takes  Grade  IV,  etc.,  right  down  through  the 
curriculum.  There  is  a  definite  progression,  with  larger 
classes,  fewer  teachers,  and  greater  adaptability  to  the 
small  school.  Thus  the  odd  grades  are  all  running  the 
first  year,  and  the  even  ones  all  the  second.  So  too,  if 
the  public  school  system  has  Grade  III  at  the  age  of  eight, 
the  grades,  on  a  two-year  plan,  would  be  III,  V,  VII,  IX 
first  year,  and  IV,  VI,  VIII,  X  the  second  year. 


THE  GRADED  SUNDAY-SCHOOL        87 

Thus  it  is  understood  that  "Grade  I,"  "Grade  II," 
etc.,  are  merely  placed  here  for  reference.  The  real  num- 
ber would  be  the  grading  in  the  public  school,  as  referred 
to  before. 

The  Principles  of  a  Well-Rounded  Curriculum.  The 
child  is  a  unit.  His  psychical  life  is  manifested  through 
his  emotioDS  (heart  or  feelings),  his  intellect  (head),  and 
his  will  (doiug  or  acting).  No  education  is  complete 
without  due  provision  for  the  training  of  each  of  these  in 
proper  proportion,  and  with  consistent  correlation  with 
the  so-called  secular  or  day-school  studies.  As  President 
Butler  says,  there  are  but  five  interrelated  lines  of  educa- 
tion, scientific,  literary,  political,  £esthetic,  and  religious. 

The  old  Sunday-school  education  concerned  itself  mainly 
with  the  heart-side,  under  which  only  emotions  were 
aroused.  The  new  education,  unless  carefully  w^atched, 
will  turn  exclusively  to  the  head-side  and  neglect  the 
heart.  Either,  or  both  of  these  phases,  are  incomplete. 
They  are  but  means  to  an  end.  The  end  is  character- 
building,  which  is  habit-forming,  which  in  the  ultimate 
analysis  depends  solely  upon  will- training,  %.  e.,  getting 
responses  to  emotions,  which  form  thus  ideals  in  doing 
and  living,  guided  intelligently,  step  by  step,  by  the  in- 
tellect. Thus  in  a  well-rounded  curriculum  we  must  in 
each  grade,  often,  though  not  always,  in  each  lesson, 
take  account  of  {a)  the  child's  interests,  that  is  the  in- 
stincts, which  are  our  only  materials  to  train  into  habits  ; 
(&)  worship ;  (c)  missions,  which  train  his  heart  and  his 
life  in  the  realm  of  love  ;  {S)  memory  work  ;  (e)  the  sub- 
ject-matter of  instruction  (curriculum),  which  concerns 
his  intellect ;  (/)  self-activity,  by  which  he  learns  self- 
expression  in  doing,  and  finally,  {g)  Christian  work,  the 
society  to  which  he  will  belong  at  each  stage  of  his  edu- 
cation, through  which  he  will  practically  carry  out  the 


88       THE  SUNDAY-SCHOOL  OF  TO-DAY 

teachiugs  of  Christ  iu  Cliristiau  allriiism,  and  service  to 
his  fellows  in  the  world.  It  will  depend  upon  the  nature 
of  the  lesson  topic,  the  age  of  the  class,  and  the  amount 
of  time,  which  ^joints  shall  be  emphasized  each  week. 

We  now  insert  a  number  of  the  standard  curricula  as 
guides  to  superintendents  and  principals  in  selecting  a 
proper  norm  for  local  adaptation. 

As  we  have  said,  the  Episcopal  Church  has,  through- 
out, led  in  this  forward  movement.  Its  curricula  have 
been  so  wisely  planned,  and  so  well  adapted  to  the  psy- 
chological princij)les  of  child  development  and  in  the 
child's  interests  and  needs,  that  they  have  been  universally 
taken  as  the  basis  for  the  curricula  of  all  Christian  bodies. 
We,  therefore,  present  the  developed  New  York  curric- 
ulum, the  basis  of  them  all,  as  the  general  standard,  be- 
cause it  so  fitly  correlates  the  topics  of  the  curriculum 
with  the  aim  of  the  teacher  ;  the  work  ;  and  self-expression 
of  the  child  ;  and  the  societies  for  personal  activity. 

Other  curricula  are  noted  under  the  special  lesson  sys- 
tem of  the  Joint  Diocesan,  the  Blakeslee,  the  Syndicate 
Graded  Lessons,  etc.,  but  they  all  follow  the  same  sequence 
of  Sundays  and  the  same  general  plan,  less  elaborately 
worked  out. 

Of  course,  in  churches  that  do  not  have  lessons  on  the 
Christian  Year,  Prayer  Book,  and  Catechism,  these  topics 
are  replaced  by  Biblical  material. 

The  Curriculum  of  the  New  York  Sunday-School 
Commission.  This  curriculum  is  practically  the  stand- 
ard to-day  as  an  all-around  curriculum,  for  the  Ef)iscopal 
Church  and  for  other  religious  bodies.  It  follows  the 
same  subjects  as  the  official  curriculum  of  the  Joint  Com- 
mission of  the  Episcopal  Church  (now  the  General  Board 
of  Religious  Education),  and  of  the  Snnday-School  Fed- 
eration.    In  fact  it  was  the  norm  or  basis  from  which 


A  GRADED  SUNDAY  SCHOOL  SCHEME  ACCORDING  TO  THE  THREE-FOLD  DIVISION-INTELLECT,  FEELINGS,  AND  WILL  (DOING.) 


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[  Sunday  School  CommissioD,  416  Lafsyctte  Stfeet,  New  York. 


THE  GRADED  SUNDAY-SCHOOL       89 

these  two  were  compiled,  but  it  also  presents  in  tabular 
form  certain  other  essential  points,  which  must  be  con- 
stantly borne  in  mind  by  every  teacher  in  the  education 
of  the  child.  The  curriculum  evolved  by  that  Commission 
was  a  gradual  growth,  an  evolution,  unfolded  step  by  step 
by  the  production  of  a  series  of  lesson  manuals,  each  one 
a  link  in  the  curriculum. 

It  has  been  so  wisely  and  so  pedagogically  planned  that 
it  is  invariably  the  standard  on  which  all  other  curricula, 
general  and  official,  or  local  and  parochial,  are  based. 
In  the  first  place  it  is  based  on  the  threefold  division,  the 
importance  of  which  we  have  stressed,  the  trinity  of  emo- 
tions^ intellect  and  10 ill;  or  feeling^  thinking  and  doing.  It 
provides  for  the  chief  interests  of  the  child  as  emotional 
starting  points ;  for  the  aim  of  the  teacher  kei^t  constantly 
in  mind  ;  for  definite  memory  work  on  the  part  of  the 
child  ;  for  special  means  of  self-expression  in  the  child's 
own  activity  ;  for  Christian  living  in  works  of  altruism  ; 
for  the  worship  of  the  child  in  his  own  spiritual  life,  and 
for  the  study  of  missions  as  a  mainspring  of  our  religion. 

The  Order  of  Studies.  This  will  depend  on  (a)  the 
subjects  considered  needful  for  a  thorough  religious  edu- 
cation ;  (6)  the  size  and  character  of  the  school,  consid- 
ered as  city  or  country,  bright  or  ignorant  children,  pos- 
sible size  of  classes,  number  of  teachers,  etc.  Just  as  the 
country  day-school  has  to  inadequately  cover  the  same 
general  course  as  the  large  city  school,  with  multiform 
adaptations  and  omissions,  so  will  the  country  Sunday- 
school. 

Subjects  Suggested  in  a  Curriculum.  The  author  re- 
cently made  an  exhaustive  study  of  more  than  three 
hundred  graded  schools,  from  all  over  the  country.  The 
results  indicated  that  somewhere   or  other   in  a  broad 


90       THE  SUNDAY-SCHOOL  OF  TO-DAY 

course  of  religious  educatiou,  the  following  subjects  should 
be  iucluded  if  possible,  aud  probably  iu  about  the  follow- 
iug  order  :  Bible  Stories,  Catechism,  Christian  Year,  Out- 
line of  the  Prayer  Book,  Old  Testament  Biography,  Bible 
Geography,  Life  of  Christ  (Historical),  Old  Testament 
History,  Christian  Doctrine,  Character  aud  Teaching  of 
Christ,  Life  of  St.  Paul,  Church  History,  Christian  Mis- 
sions, Messianic  Prophecy,  Making  of  the  Bible,  Sunday- 
school  Teaching  and  Methods,  Intensive  Inductive  Study 
of  Epistles  and  Eevelation,  Modern  Institutional  and 
Sociological  Movements,  Liturgies  and  Hymnology,  Evi- 
dences of  Eeligion. 

The  details  of  correlated  application  for  each  of  these 
grades,  under  which  the  principles,  the  subjects,  manual 
work,  and  missions,  are  exploited,  are  given  in  full  iu  the 
larger  book  by  the  same  author  kuown  as  '^  Religious 
Education.'' 

The  Fever  of  Unrest.  If  any  one  of  our  readers  has 
never  perused  that  illuminating  book  by  Dr.  Alford  A. 
Butler,  kuown  as  "The  Churchman's  Manual  of  Methods 
for  the  Sunday-School,"  we  recommend  his  at  once  secur- 
ing it,  and  would  ask  him  then  to  turn  to  pages  97  and  98. 
We  will  not  say  what  is  to  be  found  therein  ;  but  if  the 
reader  can  peruse  these  pages  and  make  the  dictum  of 
this  article  his  own,  without  a  blush  of  shame,  he  must 
be  reprobate  indeed.  If  he  can,  we  will  not  argue  with 
him  further.  It  is  for  the  man,  whose  heart  is  not  yet 
adamantine,  that  we  utter  this  plea  to  follow. 

Do  not  grade  your  school  until  you  carry  your  teachers 
and  officers  fully  and  heartily  ivith  you.  Then  definitely 
pledge  the  school,  the  teachers,  the  pupils  and  the 
parents  to  keep  the  graded  system  you  have  adopted  for 
at  least  five  years,  for  it  will  take  nearly  that  period  to 
work  it  out  and   up  to   its  real  height  of  perfection. 


THE  GRADED  SUNDAY-SCHOOL       91 

Scbools  that  have  been  five  and  eight  and  ten  years 
graded  like  it  better  and  produce  better  and  better  re- 
sults each  year.  It  is  not  fair  to  your  school  nor  fair  to 
the  ''system"  to  change  lessons  every  year  or  two  years. 
Yet  there  are  some  schools  that  change  each  year.  One 
school  changed  each  year  for  five  years  running,  both 
assistants  and  lessons  altering.     Eead  Dr.  Butler  here. 

Agairij  a  lesson  system  should  not  depend  on  change  of 
clergy^  and  imrticidarly  on  change  of  Assistants.  Do  as  St. 
George's  has  done  so  nobly  in  New  York,  work  out  the 
best  system,  let  it  be  in  the  hands  of  an  able  lay  superin- 
tendent and  a  school  council,  and  keep  it  that  way,  under 
any  change  of  clergy  whatever.  That  is  the  only  fair 
method.  The  kaleidoscopic  method  is  disastrous  to  the 
church  of  to-morrow. 

Do  not  select  the  system  at  random.  It  must  be  adapted 
to  your  local  needs.  Write  the  New  York  Sunday-School 
Commission  a  full  description  of  your  conditions,  giving 
them  a  week  to  meditate  over  it  and  submit  you  a 
diagnosis.  Or  approach  your  own  local  field  secretary 
if  you  have  one.  That  diagnosis  will  consider  chiefly 
the  topics  and  the  text- books.  You  can  then  work  out 
the  material  for  self-expression,  pictures,  maps,  business 
end,  additional  teacher's  helps,  etc.  Too  often  all  this  is 
neglected.  Occasionally,  some  indifferent  superintendent 
(that  is  the  only  proper  appellation)  will  order  merely 
scholar's  books,  with  no  teacher's  helps,  veritable  "bricks 
without  straw." 

Bo  not  insert  the  system  at  random.  We  will  promise 
success  if  the  books  are  used  rightly,  that  is  at  the  right 
ages  for  your  type  of  children,  in  your  locality.  A 
razor  used  to  cut  string  ofttimes  cuts  fingers.  A  tool  mis- 
used does  harm.  If  tools  are  used  in  the  right  way  for 
the  right  purpose,  they  are  not  injurious.  The  author 
knows  of  not  a  single  instance  of  failure,  in  all  the  thou- 


92       THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

sauds  of  schools  usiug  graded  lessons,  save  where  lessons 
were  used  in  the  wrong  grade  or  the  wrong  way.  We 
mean  by  this  that  if  inserted  at  the  wrong  age,  a  course 
will  prove  too  easy  at  the  top  and  too  hard  at  the  bottom 
in  an  ill-graded  or  too  slightly  graded  school.  We  also 
mean  that  where  no  home  study  is  required  and  no 
answers  written  out  at  home,  the  work  will  fall  flat. 
The  books  were  not  constructed  to  be  tools  for  this  kind  of 
work. 

The  Psychological  Effect  of  the  Text-Book.  From 
the  first  we  have  been  profoundly  impressed  by  the  deep 
psychological  effect  of  the  text-book,  in  influencing  the 
minds  of  the  pupils  towards  higher  ideals.  The  atmos- 
phere of  environment  counts  for  much.  ^'  What  is  worth 
while '^  is  always  well  done,  the  child  thinks.  Miss 
Hetty  Lee,  the  great  English  kindergartner,  in  her 
splendid  book  ^']^ew  Methods  for  the  Junior  Sunday- 
School  ' '  lays  stress  on  the  atmosphere  created  by  music 
in  the  school  ;  by  the  wall,  the  dress  of  teachers,  etc. 
The  late  Bishop  Huntington,  in  that  masterpiece  of  soul- 
searching  advice,  '^  Unconscious  Tuition,"  strikes  the 
same  key-note.  The  Sunday-School  Commission  has  stood 
for  the  book  rather  than  the  "  leaflet,"  for  the  convenient 
book,  %.  e.,  narrow  to  fit  a  boy's  pocket,  for  the  respect- 
ably sized  book,  i,  e.,  each  part  a  half  year,  so  that  it  is 
sizable. 

We  now  urge  more  extensive  use  of  the  cloth -bound 
books.  A  few  schools  have  appreciated  this  important 
influence  for  a  long  time. 

As  one  superintendent  said,  *'  If  a  book  is  used  only 
the  one  year,  written  in  and  filled  up,  it  is  thrown  away 
and  no  pride  is  taken  in  its  preparation  by  the  pupil. 
But  if  it  be  a  cloth  book,  it  is  never  cast  aside  j  but  placed 
on  the  shelf  and  ever  thereafter  looked  back  upon  as  a 


THE  GRADED  SUNDA  Y-SCHOOL       93 

reminder  of  the  'book  I  used  and  wrote  in  iit  Sunday- 
school.^  "  Aside  from  habits  of  neatness  and  care  formed 
by  use  of  such  a  "booky"  looking  book,  this  preserva- 
tion of  the  book  through  after  years  is  a  constant  inspira- 
tion and  will  work  real  spiritual  benefit,  through  sugges- 
tion of  the  deeper  influences  at  work  in  bygone  days. 
The  cost  is  so  insignificant  that  we  fancy  most  schools  of 
average  inconie  would  not  hesitate  when  once  the  matter 
is  called  to  their  attention. 

The  Best  System  of  Text-Books.  A  text-book,  as 
you  will  see,  is  the  crux  of  the  teaching,  though  not  the 
crux  of  the  organization  and  discipline.  There  are  five 
points  to  be  very  carefully  considered  in  the  choice  of  a 
lesson  system. 

(i)  It  should  he  a  system^  not  a  chaos^  or  a  ^ ^hodge- 
podge.''^ It  is  better  to  take  some  one  system  that  is  poor, 
in  comparison  with  another,  and  to  use  it  in  a  thoroughly 
articulated  manner,  than  to  combine  systems,  differing  in 
method  or  principles,  or  to  select  good  text-books  at 
random  from  many  sources.  This  essential  is  quite  sig- 
nificant, for  there  are  schools  to-day,  where  every  class  is 
studying  an  eclectic  system,  under  which  a  teacher  goes  to 
the  bookstore  and  picks  out  any  book  she  wishes  for  her 
class.  The  result  is  invariably  chaos,  with  no  real  educa- 
tion. 

(2)  A  subject- graded  cunHcuhcm  underlying  the  entire 
system.  We  have  already  emi:)hasized  this  necessity. 
All  public  schools  are  graded.  Even  ''the  little  red 
schoolhouse"  is  graded.  There  has  always  been  a 
sequence  of  subjects  of  study,  a  curriculum  that  is  more 
or  less  extensive,  ever  since  the  days  when  the  educational 
reformers  pointed  attention  to  the  fact  of  child-develop- 
ment. The  very  nature  of  "the  unfolding  process'' in 
mental  growth  and  the  successive  outcropj)ings  of  chil- 


94       THE  SUNDAY-SCHOOL  OF  TO-DAY 

dren's  instincts  and  interests  showed  that  the  door  was 
shut,  so  to  speak,  to  the  entree  of  certain  ideas  before  a 
certain  definite  stage  had  been  reached. 

Thus,  with  a  greater  economy  of  energy,  a  vast  saving 
of  time,  and  the  assemblage  of  a  much  richer  mass  of 
material,  the  subject-graded  curriculum  took  the  place  of 
the  uniform  lesson  idea.  This  is  what  is  meant  by  "a 
graded  school."  Of  course,  the  children  are  arranged  by 
ages  (or  rather  by  the  actual  public  school  grades,  which 
is  much  better)  ;  but  the  real  Sunday-school  grading  is 
subject-grading. 

{S)  The  heuristic  or  source  method.  This  is  a  basal 
principle  in  the  day-school — personal  research,  getting 
back  as  near  as  can  be  to  the  original,  the  source.  The 
use  of  the  Bible  tangibly,  the  Prayer  Book,  the  source 
manual,  was  almost  unknown  in  the  Sunday-school. 
Children  would  remark  :  "We  do  not  study  the  Bible  in 
our  school,  we  study  the  Quarterly."  Erastus  Blakeslee 
began  the  movement  among  the  schools  by  the  publica- 
tion of  the  Bible  Study  Union  Lessons  on  the  Source 
Method,  since  it  proceeded  from  the  particular  to  the  gen- 
eral in  the  development  of  truth. 

The  New  York  Sunday-School  Commission,  recognizing 
its  pedagogical  soundness  and  its  valuable  adaptation  to 
the  requirements  of  a  subject-curriculum,  began  in  1893 
to  produce  actual  text- books  on  a  curriculum  plan,  based 
on  this  principle.  Its  editor  gave  the  name  "source" 
to  the  method,  rather  than  the  appellation  "  inductive" 
as  used  by  the  Bible  Study  Company,  and  also  coined  the 
more  academic  term  "heuristic,"  from  heurisko,  "to 
find." 

(4)  Written  answer  loorlc.  The  heuristic  method  means 
research.  The  guide  to  that  research  is  found  in  sets 
of  questions  compiled  in  graded  sequence  in  the  pupils' 
class  books.     The  method  under  which  this  research  is 


THE  GRADED  SUNDAY-SCHOOL       95 

conducted  is  written  work.  Its  plan  for  reproduction  in 
the  class  is  oral  discussion  and  manual  work.  Spaces 
are  left  between  the  printed  questions  in  the  graded 
commission  text- books  for  the  written  answers,  always 
in  the  form  of  a  statement. 

(5)  Manual  methods.  Manual  methods  are  a  recognized 
means  of  self-expression.  Etymologically,  of  course,  it 
includes  all  hand- work,  even  writing.  Practically  we 
use  it  to  denominate,  in  the  Sunday-school,  the  following 
lines  of  objective  work,  introduced  from  the  day-school  : 
(a)  Book  work,  which  includes  picture  mounting  for 
each  lesson,  with  mounted  clippings  from  old  Bibles,  and 
written  descriptive  or  thesis  work  to  accompany  it — 
an  illuminated  biography  or  history.  This  work  runs 
right  through  the  grades,  from  kindergarten  through 
adult  Bible  classes.  (&)  Eelief  map  work,  (c)  Map 
work  in  the  flat,  {d)  Models,  {e)  Public  school  meth- 
ods. Separate  rooms,  desks,  note- book  and  picture 
work,  wall  maps,  and  wall  pictures,  manual  work, 
blackboards,  sand  tables,  kindergarten  paraphernalia  are 
becoming  quite  general.  Old  buildings  are  being  altered 
to  meet  these  requirements  ;  new  ones  are  being  con- 
structed along  improved  lines. 

The  Plan  of  the  Text-Book.  All  this  necessitates  a 
different  type  of  text-book.  With  question  and  answer 
books  you  can  do  little  but  parrot  work.  You  are  a 
machine.  Your  individuality  is  taken  away.  The  best 
text-book  is  one,  therefore,  built  on  the  heuristic  or 
source  method,  and  the  books  are  barely  more  than 
guides  for  research,  suggestive  handbook  outlines  for 
study. 

Text- books  to-day  on  this  method  have  the  following 
characteristics  :  (a)  Broad,  suggestive  review  questions, 
for  rapid   oral   answers,    covering   a  wide  outlook,  and 


96       THE  SUNDAY-SCHOOL  OF  TO-DAY 

making  pedagogical  connection  of  the  new  lesson  with 
those  of  the  series  thus  far.  (&)  Questions  for  home  study 
with  prepared  answers,  usually  written  in  order,  first, 
to  fix  the  knowledge  more  firmly  by  the  pedagogical  act 
of  driving  it  home  by  writing  it  down  ;  second,  to 
ascertain  that  sufficient  home  study  has  been  accorded  it. 
(c)  Questions  for  class  discussion,  based  on  the  general 
home  study,  new,  live,  interesting,  provoking  active 
expression,  in  place  of  the  usual  dead,  dry,  monotonous 
recitation,  {d)  Questions  to  be  assigned  for  particular 
research,  such  as  certain  obscure  geographical,  historical, 
archseological,  or  critical  points,  {e)  Provision  in  the 
amplest  form  for  the  use  of  maps,  pictures,  illustrative 
objects ;  for  the  development  of  practical  hand-work,  the 
making  of  maps,  objects,  drawing  of  routes,  insertion 
of  cities  on  outline  maps,  etc.  Such  lessons  demand 
work,  hard  work.  They  are  difficult  to  teach,  and  are 
apt  to  be  most  unsatisfactory  under  incompetent,  lazy, 
or  indifferent  teachers  ;  but  they  are  the  best ;  tlie  ideal, 
to  be  sure  ;  but  as  such  in  accord  with  the  present  day- 
school  system,  and  at  once  so  recognized,  and  appre- 
ciated and  respected  accordingly  by  all  bright,  earnest 
scholars. 

Recommended  Text-Books  and  Systems.  The  time 
has  not  yet  come,  although  it  is  rapidly  approaching, 
when  we  shall  have  a  national  system  for  the  Christian 
Church  at  large.  There  are,  however,  to-day,  certain 
systems  available  for  use,  that  combine  most  of  these 
recommended  principles,  and  are  higher  in  type  than  any 
that  have  preceded  them. 

(i)  The  GommisHion  Series.  This  series  began  the 
source  method  in  the  Episcopal  Church,  and  is,  to-day, 
by  far  the  most  widely  used  of  the  progressive  systems. 
Thousands  of  the    Sunday-schools  of  that  Church  use 


THE  GRADED  SUNDAY-SCHOOL       97 

this  system,  in  whole  or  iu  i^art.  Many  Lutherans, 
Cougregatioualists  and  Presbyterians  use  the  courses  on 
the  Bible  found  in  it. 

The  system  now  embraces  over  sixty  distinct  books, 
covering  twenty  fully  graded  courses  with  substitute 
courses  for  the  most  ample  choice. 

The  manuals  are  half-yearly  books,  not  leaflets.  They 
are  undated.  They  can  be  installed  at  any  date  or 
season. 

They  are  churchly  and  based  on  thorough  pedagogical, 
educational,  and  practical  principles. 

They  furnish  a  definite  and  progressive  curriculum. 

They  are  elastic  in  arrangemejit,  adaptable  to  schools 
requiring  from  twenty -six  to  forty  lessons. 

They  accommodate  themselves  admirably  to  regular 
sessions,  with  full  schools  and  many  teachers,  and  to 
separate  summer  sessions,  with  small  schools  and  few 
teachers,  and  are  "just  the  thing''  for  the  Home  De- 
partment. 

The  memoriter  work  consists  of  Bible  passages,  church 
canticles,  hymns,  collects,  etc.,  and  is  not  confined  to 
Scripture  Golden  Texts. 

Pictures,  maps,  manual  work,  mounting  books,  written 
work,  etc.,  are  provided  throughout. 

The  Catechism  is  well  studied  with  delightful  pictures 
and  illustrations. 

The  Christian  Year  is  objectively  taught,  as  are  also 
Bible  and  church  history. 

Within  the  space  of  less  than  a  decade,  over  3,000,000 
copies  of  the  text-books  of  this  system,  and  the  manuals 
allied  with  it,  have  been  used  by  children.  Transla- 
tions have  been  made  by  individual  workers,  adapting 
this  material  to  the  Japanese,  Swedish,  French,  and 
Spanish  languages. 

(^)     The  Joint  Diocesan  System.     The  Joint  Diocesan 


98       THE  SUNDAY-SCHOOL  OF  TO-DAY 

System  has  of  recent  years  added  a  subject-graded  series 
to  its  lesson  schedules,  appointing  special  lessons  for  the 
Primary,  Intermediate,  and  Bible  class  departments, 
reserving  the  old  uniform  schedule  for  use  in  the  main 
school  department.  These  graded  schedules  show  a 
marked  improvement  over  the  older  schemes  in  subject- 
matter,  adapted  to  the  various  ages  of  scholars,  and  there 
is  also  a  tendency  to  include  some  extra-Biblical  material, 
e.  g.j  in  the  Primary  Department,  where  nature  stories 
occur,  and  in  the  Bible  class  department,  which  has  an 
excellent  outline  of  church  history. 

The  main  divisions  are  four :  Primary,  with  three 
years ;  Junior,  with  three  years  ;  Senior,  with  five  years ; 
and  Bible  Classes,  with  five  years. 

The  Winter  Course  subjects  are  as  follows  : 

Primary  Course — Bible  Stories  illustratiug  :  1,  God  the  Father's 
Love  and  Ours;  2,  The  Creed,  Lord's  Prayer,  and  Ten  Command- 
ments; 3,  Christian  Life  and  Duty. 

Junior  Course— 1,  New  Testament  Characters  ;  2,  Old  Testament 
Characters  ;  3,  The  Life  of  Our  Lord. 

Senior  Course— 1,  The  Life  of  Our  Lord;  2,  The  History  of  the 
Church  in  the  Days  of  the  Apostles  ;  3,  The  Teachings  of  Our  Lord 
Jesus  Christ;  4,  Christian  Doctrines  as  taught  in  the  Catechism ;  5, 
History  of  the  Hebrew  People. 

Bible  Class  Course— 1,  History  of  the  Hebrews ;  2,  Life  and  Teach- 
ings of  our  Lord  Jesus  Christ;  3,  The  Acts  and  St.  Paul's  Epistles  ;  4, 
The  Church  and  Her  History  and  Work ;  5,  The  Church  and  the 
Worship. 

The  Summer  Courses  are  : 

Primary— 1,  Words;  2,  Deeds  of  the  Lord  Jesus;  3,  Bible  Teach- 
ings in  Nature. 

Junior — 1,  Missionary  Heroes  ;  2,  Ten  Commandments ;  3,  Story  of 
True  Worship. 

Senior— 1,  Prayer  Book  :  2,  Beginning  of  Bible  History  ;  3.  Christian 
Year;  4,  Missionary  Heroes  of  the  Early  Church;  5,  Mission  Fields  of 
To-day. 


THE  GRADED  SUNDAY-SCHOOL       99 

Bihle  Class— 1,  How  we  got  our  Bible  ;  2,  Prophecy  of  the  Old  Tes- 
tament ;  3,  Poetry  of  the  Old  Testament ;  4,  Social  Teachings  of  Our 
Lord  Jesus  Christ;  5,  Letters  of  the  New  Testament. 


Professor  Lewis,  late  of  the  Western  Theological  Semi- 
nary, Chicago,  professor  of  Eeligious  Pedagogy,  and  editor 
of  the  Sunday-School  Department  of  The  Living  Churchy 
makes  this  comment  on  the  new  course,  "The  predomi- 
nance of  the  New  Testament  is  a  striking  element  in  this 
schedule.     Begiuning  the  Junior  Course  with  a  study  of 
New  Testament  characters  is  most  unusual,  but  gives  a 
distinct  Christian  tone  to  the  course  at  the  outset.     It  is, 
in  this,  akin  to  the  proposals  of  Dr.  Shailer  Mathews,  who 
puts  the  life  of  Christ  at  the  forefront.     The  repetition  of 
the  life  of  Christ  in  the  first  year  of  the  Senior  Course 
after  it  has  been  studied  in  the  last  year  of  the  Junior 
Course  is  open  to  question.     The  same  thing  is  done  with 
the  history  of  the  Hebrew  people  in  passing  from  the 
Senior  Course  to  the  Bible  Class  Course.     The  presence 
of  the  teachings  of  Christ  in  the  Senior  Course,  i.  e.,  at 
the  ninth  grade,  is  again  welcome.     A  further  criticism 
might  be  that  the  course  does  not  correspond  with  the 
secular  school  grades  as  clearly  as  might  be  wished.     It 
would  be  a  little  hard  to  say  just  for  what  age  the  upper 
grades  are  designed.     These  are  minor  deficiencies  and 
will  no  doubt  be  corrected  as  the  details  of  the  course  are 
published.  " 

(3)  The  International  Movement  has  its  graded  lessons. 
They  are  very  excellent,  although,  of  course,  not  adapted 
primarily  to  the  Episcopal  or  Lutheran  Churches.  It  might 
be  stated,  however,  that  some  of  the  workers  most  promi- 
nent in  preparing  the  schedule  for  these  lessons  were 
staunch  Churchmen,  working  on  the  General  Committee. 

The  curriculum  in  itself  is  almost  identical  with  the 
standard  one  of  the  Episcopal  Church.     The  courses  are 


loo     THE  SUNDAY-SCHOOL  OF  rO-DAY 

DO  better  iu  any  way  than  those  of  the  Commissiou  Series. 
Id  some  courses,  the  Commission  Series  is  much  stronger. 

A  syndicate,  composed  of  the  Presbyterians,  Congrega- 
tionalists,  and  Methodists,  have  published  what  is  known 
as  The  Syndicate  Lessons,  which  represent  the  best  product 
of  the  combined  international  subject-graded  output  to- 
day. The  manuals  are  well  printed,  supplied  with  abun- 
dant maps  and  helps,  and  are  far  better  than  any  of  the 
older  types  of  question -and-answer  book. 

A  noteworthy  feature  of  this  whole  system  is  that  the 
last  quarter's  lessons  for  each  year  (which  in  the  majority 
of  cases  covers  the  summer  months,  as  the  lessons  are 
planned  to  commence  usually  with  October)  are  independ- 
ent of  the  previous  ones,  yet  are  easily  correlated  with 
them,  giving  a  fair  degree  of  unity  to  the  course. 

(4)  The  Bible  Study  Company,  publishers  of  the  well- 
known  Blakeslee  Lessons,  had  begun  the  issue  of  an  en- 
tirely new  series  of  Sunday-school  lessons  when  Charles 
Scribuer's  Sons  took  over  their  lesson  book  department, 
placing  the  manual  work  supplies  in  the  hands  of  the 
New  York  Commission.  There  are  six  courses  in  seven- 
teen grades,  covering  the  years  from  four  to  tweDty-one. 
These  courses  add  to  the  older  features  of  the  Blakeslee 
Lessons  a  number  of  new  features.  They  supplement 
the  Bible  by  such  other  material  from  nature  study, 
Christian  history,  literature,  biography,  missions,  etc., 
as  will  best  promote  religious  and  moral  development. 
Manual  or  expressional  work  is  provided  in  suitable  ways 
all  through  the  course  together  with  memory  work.  Two 
years  are  given  to  a  Beginners'  Course,  then  three  to  the 
Primary.  This,  as  usual,  is  topical  work,  with  stories 
widely  selected.  More  direct  Biblical  work  comes  in  the 
four  years  of  the  Junior  Course,  ages  nine  to  twelve,  the 
first  two  being  devoted  to  the  Old  Testament.  The  sched- 
ule of  the  four  Intermediate  Courses  is  interesting.     Age 


THE  GRADED  SUNDAY-SCHOOL      loi 

thirteen,  "Heroes  of  the  Faith/'  has  leading  characters 
from  both  Biblical  aud  secular  history  ;  age  fourteen, 
"  Christian  Living,"  applies  the  Bible  to  modern  living  j 
age  fifteen,  "Records  of  the  Faith,"  studies  the  Bible  as 
literature  and  history  ;  age  sixteen,  the  "Life  of  Jesus," 
is  a  historical  study.  At  this  point  a  choice  is  made  be- 
tween a  "Christianity  Course"  which  traces  briefly 
Christian  origins  and  history  up  from  the  Old  Testament, 
terminating  in  a  year  each  devoted  to  missions  and  mod- 
ern church  work,  or  a  Biblical  History  Course  covering 
the  Old  Testament.  Various  Adult  Courses  complete  the 
scheme. 

(5)  The  gyxided  system  of  text-hooks  prejyared  by  the 
University  of  Chicago  Press  is  a  notable  contribution  to  the 
modern  Sunday-school.  They  begin  with  a  Kindergarten 
Course,  bringing  in  the  element  of  play  as  a  normal  in- 
strument of  religious  growth  in  the  very  young  child. 
The  Elementary  Grade  uses  stories,  supplemented  by  a 
high  grade  of  music,  activities  for  the  hand  and  eye,  and 
suggestions  for  worship.  Then  follows,  before  the  more 
detailed  Biblical  work,  an  elementary  introduction  to  the 
Bible.  The  Old  Testament,  the  lives  of  Christ,  and  of 
St.  Paul,  are  treated  both  in  a  form  suited  for  younger 
children  and  for  high  school  grades.  The  Adult  Courses 
in  this  series  are  peculiarly  rich  along  Biblical  lines. 
The  outstanding  features  of  these  Chicago  productions 
are,  first,  their  text-book  form,  separate  lessons  for  each 
week  being  quite  a  secondary  feature,  and  second,  the 
careful  selection  of  work  for  the  pupil,  often  in  a  printed 
note-book  form.  It  is  an  expensive  series,  but  prepared 
by  experts. 

These  five  courses  stand  to-day  as  the  acme  and  climax 
of  the  last  decade  of  Sunday-school  awakening,  and  con- 
sequent experiments.  While  none  of  the  five  are  con- 
fessedly perfect,  yet  they  mark  advancement  towards  the 


I02     THE  SUNDAY-SCHOOL  OF  TO-DAY 

uew  ideal,  and  so  they  have  practically  elimiuated  all  of 
the  preceding  aud  parallel  inferior  text-books.  The 
question-and-answer  book  to-day  is  only  used  by  the  con- 
servative of  the  most  extreme  type,  and  the  few  half-way 
makeshifts  which  have  endeavoured  to  combine  the  old 
and  the  new,  or  to  transform  the  old,  are  not  winning 
their  way.  Two  such  series  have  arisen  in  the  past  five 
years,  but  have  not  met  with  general  acceptance.  While 
it  is  manifest  that  no  one  of  the  present  progressive  systems 
is  fully  satisfactory  and  j)erfect,  it  is  also  recognized  that 
out  of  them  will  grow,  by  improvement  and  elimination, 
the  standard  system. 

Superintendents  and  clergy  will  certainly  wish  to  pur- 
sue this  important  topic  further,  and  since  it  is  not  the 
province  of  this  book  to  advertise  the  details  of  any  one 
system,  it  would  recommend  that  the  readers  send  to  the 
five  firms  represented  for  their  descriptive  advertising 
matter,  which  will  place  the  principles  and  text-books  of 
each  system  fully  before  them. 

The  New  York  Commission  will  be  glad  to  furnish  full 
circulars  of  such  matter  to  any  of  the  clergy  or  teachers 
who  desire  it,  so  that  unprejudiced  examination  can  be 
made. 


THE  OEGANIZATIOX  OF  THE  CHURCH 
SCHOOL 

A  FRANK  Statement.  Here,  to  a  very  large  ex- 
tent, lies  the  secret  of  the  lamentable  deficiency 
in  our  Sunday-schools  of  to-day.  It  is  a  fact 
that  cannot  be  gainsaid  that  many  Sunday-schools  are 
losing  scholars  because  of  a  lack  of  effective  organization. 
This  has  several  times  been  termed  ' '  the  worst  weakness 
of  the  Sunday-school,  both  large  and  small  alike." 
Certain  it  is  that  some  entire  states,  and  those  not  the 
smallest  nor  states  afflicted  with  a  shifting  population,  but 
large  centres,  like  New  York  for  example,  have  a  decrease 
in  Sunday-school  enrollment  numbering,  as  in  one  instance 
noted,  6,000  children  in  five  years'  time,  in  the  Episcopal 
Church  alone. 

Many  causes  can  be  assigned  for  this,  and  the  figures 
cited  may  not  be  altogether  accurate,  or  rather  may  be 
misleading.  We  mean  by  this  that  the  decrease  may  he 
only  an  apparent  one,  due  to  a  more  careful  system  of 
registration  and  records  and  a  more  conscientious  prun- 
ing of  the  roll.  But  in  every  case  a  detailed  examination 
of  year  books  coupled  with  a  precise  knowledge  of  the 
individual  schools,  invariably  shows  an  increase  where 
proper  business  management  exists,  and  a  decrease  where 
it  does  not.  It  is  also  noteworthy  that  a  very  poor  system 
of  lessons,  and  an  almost  unpedagogical  teaching  method 
may  exist  with  a  growing  Sunday-school,  if  the  superin- 
tendent be  a  wide-awake  and  progressive  business  man. 
On  the  other  hand  the  Sunday-school  may  be  afflicted  with 
a  constant  and  steady  decrease,  co-existent  with  a  splendid 

103 


I04     THE  SUNDAY-SCHOOL   OF  TO-DAY 

system  of  lessous  aud  well-traiued  teachers.  The  signifi- 
cance of  this  chaj)ter  ou  Organization  (together  with  that 
on  the  Bei^t  Forms  and  on  Records)  is  the  most  funda- 
mental of  this  entire  book. 

The  Aim.  The  lack  of  vision  to  make  the  best  use  of 
opportunities  lying  fallow  at  our  doors  appears  to  be  the 
root  of  the  matter.  The  school  staff,  from  the  superin- 
tendent to  the  individual  teacher,  ought  to  have  a  clear- 
cut,  definite  aim.  It  goes  without  saying  that  character- 
building  consciously  sought  for  is  the  primal  aim  of  both 
teachers  and  officers ;  but  it  is  seldom  consciously  organ- 
ized. The  superintendent  must  plan,  not  merely  attend 
the  sessions  of  the  school  for  opening  and  closing  exer- 
cises and  assign  teachers  to  classes  and  pupils  to  grades. 

Character-building  concerns  three  classes  of  activities 
— spiritual,  mental,  and  recreational  or  physical.  A 
well-rounded  system  plans  to  coordinate  these  three  types 
of  work  for  the  demands  of  both  sexes  and  for  every 
succeeding  age  of  development.  Some  of  these  will  be 
conducted  inside  the  school,  some  nominally  at  least  out- 
side, as  organizations  and  clubs.  But  even  these  latter 
should  be  distinctly  part  of  the  school  plan,  not  separate 
and  distinct.  They  should  be  under  the  direct  purview 
of  the  school  superintendents,  though  provided  with  their 
own  officers.  They  should  invariably  be  educative,  never 
merely  recreational  in  the  sense  of  amusement  only,  nor 
mere  attractions.  They  should  be  clearly  coordinated, 
and  there  should  be  no  gaps  in  the  complete  provision  for 
the  whole  nature  of  each  child. 

Yet  in  most  schools  to-day  such  organizations  are  in 
chaos.  The  Sunday-school  runs  independently  of  all  else. 
The  societies  are  divorced  from  the  school,  and  only  use 
it  for  a  '' feeding  ground,"  in  place  of  being  consciously 
part  of  its  educative  system,  planned  purposely  to  meet 


ORGANIZATION  OF  CHURCH  SCHOOL  105 

the  physical  needs  of  each  child  (gymnastics,  athletics, 
ball  clubs,  sports,  exercise,  health,  etc.)  ;  the  missionary 
and   altruistic   outlets  and  training  (Junior  Auxiliary, 
Brotherhood  of  St.  Paul,  Ministering  Children's  League, 
Christian  Eudeavour,  Brotherhood  of  Andrew  and  Phihp, 
Epworth   League,    Knights   of  King   Arthur,   etc.),  the 
social  and  intellectual  aspirations  of  the  school  members 
(clubs,  social  gatherings,  libraries,  etc.).     In  the  best  of 
churches,    societies   are   introduced   haphazard,    leaving 
many  a  hiatus  here  and  there  in  the  scheme  for  a  well- 
rounded  developmeut.     The  superintendent  is  concerned 
with  all  this  machiuery,  for  it  is  all  character-building, 
and  it  all  has  its  share  of  effect  in  producing  the  right 
type  of  manhood. 

The  opportunity  for  the  school,  large  or  small,  to  secure 
its  results  in  character-building,  will  depend  upon  the 
following  points,  all  of  which  are  the  direct  concern  of 
the  live  superintendent. 

Size  and  Numbers.  The  school  should  reach  in  some 
way  every  young  person  from  one  to  twenty-one,  in  any 
manner  connected  with  the  church.  That  is  fundamental. 
If  it  does  not,  then  something  fails  in  the  superintendent's 
work  or  the  minister's  cooperation.  Briefly  tabulated, 
the  ages  from  one  to  three  should  all  be  gathered  into  the 
Font  Roll  or  Baptismal  (not  '^  Cradle"  Eoll)  under  a  Font 
Roll  superintendent,  responsible  to  the  school  super- 
iutendent.  From  three  to  six,  in  a  large  school,  is  the 
Kindergarten  and  from  six  to  eight  the  Primary.  In 
a  small  school,  they  necessarily  combine.  From  eight 
to  adolescence  (twelve  or  thirteen)  is  the  Junior  or  Gram- 
mar or  Elementary  (all  names  are  used)  Department,  and 
from  that  point  to  about  nineteen,  the  High  School  or 
Senior  Department.  The  Post-graduate  School  ascends 
from  there.    The  Home  Department  then  embraces,  under 


io6     THE  SUNDAY-SCHOOL  OF  TO-DAY 

its  owu  superinteudeut  aDd  staff,  agaiu  aligned  with  the 
school,  all  the  unschooled  individuals,  of  whatever 
age,  kept  away  from  school  sessions  by  work,  distance, 
age,  illness,  etc.  No  superintendent,  lay  or  clerical, 
ought  to  rest  content  with  his  work  or  himself,  under  any 
ideal  and  goal  lower  than  this,  that  enables  him  to 
"preach  the  Gospel  to  every  creature'';  and  he  will 
not,  if  he  realizes  both  the  missionary  motive  and  the 
value  of  the  Sunday-school. 

But  the  endeavour  goes  further  than  the  congregation. 
Every  unschooled  young  person  in  the  community  is  in 
his  "  field  "  and  a  legitimate  recruit.  The  whole  school, 
every  pupil,  every  teacher  should  flame  with  missionary 
zeal,  and  this  ought  to  make  the  inflow  of  new  members 
constant  and  inspiring.  The  church  ought  to  be  able  to 
provide  the  best  religious  educational  system  in  the  world, 
and  it  does,  when  the  minister  is  alive  to  the  opportunity. 
Honour  rolls  for  those  who  have  brought  the  most  new 
scholars  are  legitimate,  and  are  not  unworthy  incentives, 
as  are  prizes  and  badges,  which  soon  lower  the  "tone" 
of  a  school.  The  number  limit  should  be  the  highest  at- 
tainable—no other.  A  country  Sunday-school  rose  from 
eight  to  eighty  in  a  month  with  this  motive,  and  another 
from  twenty-five  to  a  hundred  and  seventy-five  in  a  few 
weeks.  The  public  school  reaches  eighty-four  per  cent, 
of  the  population  of  school  age,  the  Sunday-school  but 
thirty-six  per  cent.     The  field  is  large  surely. 

System  and  Order.  Lack  of  this  is  the  chief  weakness 
and  the  hete  noir  of  the  vast  majority  of  schools,  both 
large  and  small.  To  this  end,  the  superintendent  ought 
not  to  be  a  minister,  but  a  layman,  a  competent  business 
man,  who  will  put  the  same  systematic  ability  into  the 
Sunday-school  that  he  applies  to  his  secular  business. 
Surely  God's  work  in  the  school  ought  to  be  as  carefully 


ORGANIZATION  OF  CHURCH  SCHOOL  107 

and  systematically  run  as  a  week-day  business.  Unfor- 
tunately it  is  very  frequently  conducted  in  a  slipshod 
and  careless  manner.  There  cannot  be  too  much  system, 
if  it  be  a  wise  system.  The  system  will  naturally  be 
divided  into  two  departments — the  curriculum  with  the 
educational  portion  and  the  routine  machinery.  For  the 
latter  the  lay  superintendent  is  responsible.  Even  if 
there  be  a  clerical  superintendent,  he  should  have  a  lay- 
man for  the  conduct  of  this  routine  system.  For  the 
former,  nothing  succeeds  so  well  as  a  principal,  a  female 
public  school  teacher  usually,  one  who  has  thoroughly 
grasped  the  principles  of  the  new  forward  movement, 
who  has  made  a  special  study  of  child  nature  and  nur- 
ture, and  who  is  conversant  with  modern  pedagogical 
methods.  This  applies  even  more  to  a  small  school, 
where  the  difficulties  of  grading  are  correspondingly 
great.  With  a  lay  superintendent  and  a  public  school 
principal,  the  school  is  practically  ensured  success. 
Clergy  may  change,  or  there  may  even  be  no  minister, 
the  system  will  go  on,  serenely  and  resultfully. 

A  Summary  of  the  Aims.  The  points  aimed  at  are  : 
(1)  Cooperation  of  the  parents  in  prompt  and  regular 
attendance  at  school,  attendance  at  church  services, 
home  study  of  the  lesson,  home  influence,  private  prayers 
of  the  pupils,  etc.  (2)  Eegular  and  punctual  attendance 
of  all  pupils  and  teachers.  (3)  Attendance  at  church  serv- 
ices. (4)  Order  and  discipline  of  the  school.  (5)  Thor- 
ough home  study  by  both  pupils  and  teachers.  (6)  Char- 
acter-building, consciously  sought  for,  as  the  primal  aim 
of  pupils  and  teachers.  (7)  An  es2?H^  de  corps  on  the 
part  of  pupils,  teachers,  and  officers,  that  sweeps  the 
whole  school  along  in  an  enthusiastic,  hearty  movement. 

The  Organization.    To  a  slight  extent  this  must  differ, 


io8     THE  SUNDAY-SCHOOL  OF  TO-DAY  . 

as  betweeu  a  large  city,  a  small  fashionable  city,  aud  a 
country  school.  Numbers  will  necessarily  affect  it.  Still 
the  same  general  plan  may  be  outlined  for  all ;  local  con- 
ditions only  influencing  minor  details.  First,  let  it  be 
noted  that  the  same  businesslike  order,  system,  regu- 
larity, regard  for  rules  once  made,  enforcement  of  disci- 
pline, attention  to  details,  careful  planniug  and  efficient 
oversight,  zealous  interest  and  painstaking  devotion  to 
duty  and  obligations  should  characterize  even  the  smallest 
schools,  as  are  shown  in  any  proper  business  house.  Thus 
a  good,  conscientious  business  man  makes  the  ideally 
capable  superintendent. 

A  certain  wealthy  business  man  in  a  large  city  in 
Central  New  York  was  recently  i^laced  in  charge  of  a 
ruu-down  Suuday-school  by  a  wise  minister.  In  two 
mouths  the  school  went  up  from  one  hundred  and  fifty 
to  four  hundred,  and  is  still  growing.  The  same  thought 
and  care  were  given  to  it,  especially  to  ^'the  business 
end"  of  it,  that  the  man  put  into  his  business.  The  man 
at  the  gun  conquered  that  school.  The  minister  never 
could  have  done  it. 

Many  of  the  clergy  are  not  efficient  business  men,  and 
it  is  no  discredit  to  them  to  acknowledge  it.  It  is  not 
their  forte^  nor  their  training.  Let  them  do  what  is  a 
plain  duty, — put  a  business  man  at  the  helm,  but  for 
business  purposes  only.  Loyal,  true-hearted,  recogniz- 
ing his  place  and  obligations  clearly  and  distinctly  at  the 
outset,  which  concern  secular  not  vspi ritual  matters  (the 
minister  is  responsible  for  all  educational  features,  all 
teaching,  lessons,  etc.),  given  a  free  hand,  under  loyal 
consultation  with  the  minister,  in  what  is  clearly  the 
superintendent's  work,  with  responsibility,  to  make 
things  succeed,  bravely  laid  upon  his  shoulders,  this 
consecrated  business  man  will  in  almost  every  instance 
prove  a  blessing. 


ORGANIZATION  OF  CHURCH  SCHOOL  109 

In  some  rare  instauces,  however,  a  trained  common 
school  educator,  with  marked  business  and  organizing 
ability,  such  as  a  public  school  superintendent,  may  be 
secured.  In  such  an  event,  he  will  be,  by  all  odds,  the 
ideal. 

The  Superintendent's  Work.  He  is  best  a  layman  of 
pronounced  business  ability  as  we  have  said.  If  a  min- 
ister be  superintendent,  let  us  urge  most  emphatically 
that  it  be  under  the  oversight  of  the  pastor  and  not  of 
an  Assistant.  If  needful,  in  order  to  lighten  too  arduous 
duties,  let  the  Assistant  relieve  his  superior  of  other 
labours  to  a  larger  extent.  The  duties  of  the  superin- 
tendent should  be  the  business  oversight  of  every  de- 
partment and  officer,  down  to  the  smallest  detail.  All 
matters  of  record  should  be  reported  directly  to  him 
weekly  through  the  head  secretary.  This  means  that  the 
treasurer,  librarian,  and  grading  teacher  should  report  to 
the  secretary.  The  point  is  to  give  each  person  the  full- 
est personal  responsibility  for  the  fulfillment  of  his  own 
assigned  duties.  The  superintendent  should  control  the 
school,  give  out  notices,  accept  new  teachers  (unless  it  be 
arranged  that  the  grading  teacher  examine  all  teaching 
applicants),  appoint  teachers  to  classes,  assign  substitute 
teachers,  etc.  The  opening  and  closing  services  should 
be  in  the  hands  of  the  minister.  Upon  the  superintend- 
ent the  whole  order  and  system  of  the  school  depends. 

Dr.  A.  A.  Butler  in  his  "  Churchman's  Manual"  gives 
the  same  advice  in  such  cogent  language  that  we  quote 
him  in  full  :  ^'In  most  parishes  the  superintendent  is  a 
layman,  and  it  is  best  that  it  should  be  so.  If  he  is  (as 
he  should  be)  a  man  of  mature  age,  brought  up  in  the 
Church,  he  will  be  a  loyal  helper.  The  turning  over  of 
the  Sunday-school  to  a  young  clerical  assistant  is  a  mis- 
take ;  unless  he  has  a  special  training  for  the  work.     He 


no     THE  SUNDAY-SCHOOL  OF  TO-DAY 

often  becomes  a  substitute  for  the  rector,  and  lielps  to 
perpetuate  the  false  idea  that  the  rector's  other  duties 
are  more  important  than  caring  for  the  children.  I 
know  that  this  idea  is  an  old  deeply -rooted  one  ;  that  in 
fact  it  was  once  an  apostolic  idea,  but  have  we  forgotten 
what  the  apostles'  Lord  had  to  say  about  it?  (St.  Mark 
X.  13).  A  young  deacon  cannot  bring  to  the  school  the 
experience  of  a  parish  priest  of  mature  years,  or  of  a 
godly  layman  of  like  age.  Moreover,  the  of&cering  of  a 
Sunday-school  by  ministers  and  women  produces  a  bad 
effect  upon  the  older  boys  of  the  school.  The  rector  had 
far  better  give  some  of  his  routine  work  to  the  clerical 
assistant  and  the  superintendentship  to  an  experienced 
layman." 

His  Method.  The  superintendent,  clerical  or  lay,  is 
the  general,  upon  whom  all  the  responsibilities  of  efficient 
organization  must  fall.  He  should  select  his  own  staff 
and  be  charged  with  the  outcome.  In  general,  he  should 
enlist  men  and  women  upon  but  three  principles.  First, 
they  should  be  wholly  devoted  to  the  w  ork.  There  should 
be  no  motives  other  than  pure  service  of  God,  according 
to  one's  best  talent  and  ability.  Second,  it  should  be 
according  to  ability.  That  is,  officers  should  be  those 
best  fitted  for  that  type  of  work,  and  so  usually  not  best 
adapted  to  the  teaching  function.  Third,  every  one 
should  be  given  some  work  to  do.  The  official  staff  is 
ofttimes  an  excellent  place  to  open  outlets  for  Christian 
altruism  to  a  host  of  young  men,  just  dropping  out  of 
Sunday-school,  liable  to  drift  from  the  church's  hold,  yet 
eager  to  do  work  in  the  church.  They  do  not  know 
enough  or  feel  willing  to  teach.  They  cannot  be  church 
officials  or  perhaps  even  UvShers.  There  seems  to  be  no 
opening.  Perhaps  they  find  the  Brotherhood  of  St. 
Andrew  or  some  such  organization  a  field  for  personal 


OR GANIZA TION  OF  CHUR CH SCHO OL  iii 

work  ;  but  even  then  there  is  uot  enough  to  occupy  their 
time.  Again,  there  are  usually  several  solid  business 
men,  anxious  to  help,  but  feeling  their  incapacity  to 
teach.  Even  the  smallest  school  can  find  a  half  dozen  or 
more  such  persons,  young  or  old.  Use  them.  Manu- 
facture ofaces  and  so  divide  work  and  responsibility,  and 
create  interest  and  enthusiasm. 

Upon  the  ^^  esprit  de  corps ^^  and  the  ''swing"  will 
depend,  to  a  large  extent,  the  enthusiasm  and  results. 
There  should  be  as  mauy  young  officers  from  among  the 
young  men,  who  are  always  dropping  out  of  the  Sunday- 
school  for  lack  of  work,  as  one  can  create.  We  should 
think  out  work  for  them.  Even  if  it  seems  to  create 
unnecessary  amount  of  detail  and  red  tape,  it  will  more 
than  repay  the  expenditure  of  labour  by  the  interest  it 
will  create  in  the  school.  Moreover  the  moral  effect  of 
a  baud  of  five,  ten,  or  fifteen  young  men  of  about  twenty 
years  of  age  (younger  or  older)  will  be  most  marked  in  the 
school.  It  will  tone  up  and  attract  all  the  young  boys  who 
otherwise  are  apt  to  feel  that  their  Sunday-school  life  ends 
when  their  communicant  life  begius.  Incidentally  the 
psychological  element  is  seen,  in  that  the  older  girls  feel 
a  certain  indefinite  attraction  for  the  school,  hardly  con- 
scious to  themselves,  due  to  the  presence  of  enthusiastic 
young  men  at  work.  Over  the  field  at  large,  the  schools 
that  adopt  this  policy  have  both  numbers  and  vitality. 
Everything  is  to  be  said  in  favour  of  using  the  young 
man  of  to-day  to  the  fullest  extent— everything  for  him, 
and  everything  for  the  school  and  God's  work. 

It  would  be  a  great  mistake  for  the  superintendent  to 
call  these  young  officers  "assistant"  secretaries.  It  is 
better  to  give  every  one  a  definite  name  and  office.  We 
shall  speak  of  this  more  fully  under  their  detailed  work. 

Right  here  we  want  to  urge  the  reader  to  note  very 
carefully  that  we  are  suggesting  lines  of  activity  for  ideal 


112     THE  SUNDAY-SCHOOL  OF  TO-DAY 

conditious.  No  one  should  be  discouraged  if  not  oue- 
half  of  wliat  has  been  suggested  in  the  line  of  organization 
is  possible  of  accomplishment  in  a  particular  locality. 
In  every  church,  out  of  a  certain  number  of  possible 
workers,  say  a  total  represented  by  the  letter  ''A"  we 
will  have  a  very  few,  say  ''B"  in  number,  who  are  the 
(tld  ''reliables."  They  are  the  handful  of  faithful  com- 
municants, young,  middle-aged,  and  old,  who  will  be 
found  working  faithfully  and  loyally,  year  after  year,  it 
may  be  for  ten,  fifteen,  or  twenty  years.  Under  what- 
ever organization,  superintendency,  or  minister,  they 
will  be  found  in  their  places  ready  to  do  God's  work  in 
whatever  way  may  be  desired.  They  are  never  discour- 
aged, they  do  not  become  readily  offended,  and  they 
never  give  up.  They  have  learned  the  essentials  of  duty, 
responsibility,  and  conscientiousfulfillment  of  obligation. 

Through  the  effect  of  enthusiastic  organization,  out  of 
the  general  class  "  A  "  there  will  be  under  the  reorganized 
school  a  few  more  we  may  call  "  C,"  and  who  eventually 
may  be  added  to  the  faithful  "B's."  This  class  "C" 
are  those  who  can  be  persuaded  to  take  up  work  with 
considerable  readiness.  Some  of  them  will  become  faint 
hearted  and  discouraged.     A  few,  a  very  few,  will  stick. 

Then  there  is  another  class  whom  we  will  term  "  D  " 
who  will  require  a  great  deal  of  persuasion,  who  may  be 
appealed  to  again  and  again  and,  finally,  may  with  con- 
siderable reluctance  undertake  God's  work.  They  are 
less  likely  to  join  the  class  "B,'^  although  they  may  be 
found  quite  a  time  in  the  class  ''C." 

Similarly  there  is  a  very  large  class,  the  remainder  of 
''A,"  whom  we  will  term  "E."  They  are  striving  to 
save  themselves  alone  and  that  with  considerable  in- 
difference. If  it  is  clear,  and  they  have  no  other  engage- 
ment, they  will  come  to  church.  If  it  is  rainy,  or 
recreation  attracts  them,  they  are  absent  from  any  woik 


OR GANIZA TION  OF  CHUR CH SCHO OL  ii^ 

iu  the  cliurch.  They  have  never  learned  to  love  their 
Master  to  any  extent  that  would  win  them  to  His  work. 

It  is  therefore  aj^parent  that  there  is  a  limit  to  one's 
resources  iu  the  matter  of  obtaining  workers,  no  matter 
how  enthusiastic  or  earnest  or  diligent  one  may  be. 
There  is  no  reason  for  discouragement.  God  does  not 
hold  us  responsible  for  impossibilities,  but  He  does  hold 
us  responsible  for  working  the  ground  just  as  thoroughly 
as  possible,  and  for  tilling  it  in  such  a  manner  as  to 
secure  the  largest  possible  harvest. 

It  is  with  this  iu  view  that  we  suggest  lines  of  activity 
suitable  for  various  tyx)es  of  officers.  No  one  school  may 
possess  them  all  during  its  entire  existence.  A  few 
schools  may  be  fortunate  enough  to  organize  to  the  fullest. 
The  superintendent's  attitude  should  be  to  accomplish  the 
best  results  in  the  best  way,  according  to  his  local  needs 
and  possibilities. 

All  of  these  officers  have  been  used  iu  some  Sunday- 
schools  and  all  large  Sunday-schools  are  able  to  secure  a 
considerable  portion  of  this  organization. 

The  Supervisor  of  Instruction  or  Principal.  This 
officer,  often  called  principal,  or  grading  teacher,  is  a 
comparatively  new  officer  in  the  school.  The  position, 
however,  is  an  essential  one  to  the  success  of  the  modern 
movement,  and  the  office  can  usually  be  created  even  in 
the  smallest  school.  In  some  respects  it  is  a  pillar  in  the 
graded  system.  The  principal  should  be  under  the 
superintendent,  but  their  lines  of  work  should  mark  a 
distinct  cleavage. 

The  superintendent  should  stand  for  the  organization, 
for  the  business  end,  for  the  system  and  its  smooth  and 
successful  conduct.  All  the  assignment  of  officers  should 
be  under  his  care.  They  should  all  report  to  him,  and 
all  be  subject  to  his  mandate. 


114     THE  SUNDAY-SCHOOL  OF  TO-DAY 

To  the  principal,  however,  belongs  the  supervisory  and 
teaching  duties.  The  grading  system,  the  curriculum, 
the  assignment  of  scholars  to  their  classes,  the  assign- 
ment of  teachers  (although  they  may  be  secured  by  the 
superintendent),  the  training  of  teachers,  the  teachers' 
meeting,  the  examinations,  are  all  logicallj^  in  her  charge. 
We  say  "  hel* "  designedly,  for  the  best  principal  is  a 
female  public  school  teacher,  who  can  ofttimes  be  se- 
cured in  the  smallest  town. 

She  should  have  a  seat  and  desk  on  the  platform,  with 
the  sui^erintendent,  and  during  the  period  of  the  school 
hour,  when  not  otherwise  occupied,  one  of  her  most  help- 
ful duties  will  be  to  visit  classes,  and  either  listen  to  the 
regular  teacher's  conduct  of  the  lesson  hour  as  a  critic 
teacher,  or  teach  a  sample  lesson  herself.  The  former 
I)lan  is  the  better  when  the  teachers  are  accustomed  to 
her  presence,  for  nothing  so  greatly  strengthens  a  weak 
teacher  (or  a  strong  one  either)  as  to  be  criticized  con- 
structively by  an  able  principal.  The  latter  plan  is 
good  occasionally,  especially  for  the  teacher  of  concrete 
type  of  mind  who  learns  by  observation,  rather  than  by 
principle. 

The  presence  of  these  two  officers  in  the  school,  the  lay 
superintendent,  and  the  principal,  insures  the  permanence 
and  stability  of  the  graded  system.  Assistants  may  come 
and  go  ;  ministers  may  change,  but  the  system  goes  on  to 
perfection,  progressing  and  improving,  year  by  year,  but 
never  in  chaos  or  dissolution. 

All  examinations  ought  to  be  in  charge  of  the  principal, 
and  it  would  be  well  if  she  had,  under  her,  an  examining 
committee,  or  board  of  examiners,  composed  of  the  best 
teacher  from  each  grade  and  topic,  to  prepare  examina- 
tion papers,  which  can  be  readily  hektographed,  or 
printed,  or  run  off  on  the  mimeograph.  The  general 
plan  of  examinations  is  to  have  them  annually,  or  semi- 


ORGANIZA  TION  OF  CHURCH  SCHOOL  1 15 

annually,  with  fifteen  questions  assigued  for  written 
answers  during  the  school  hour.  Fioni  these  fifteen 
questions  the  schohirs  are  allowed  their  choice  of  ten,  and 
their  passing  mark  is  placed  at  seventy  per  cent.,  which  is 
really  about  fifty  per  cent,  of  the  whole.  Most  schools 
also  have  a  rule  that  a  term  grade  of  ninety  per  cent, 
will  excuse  any  scholar  from  comimlsory  examination. 
The  examinations  are  usually  called  tests,  rather  than 
examinations,  and  even  scholars  who  have  reached  the 
passing  term  grade  are  urged  to  take  them  for  the  gain  that 
they  receive  in  the  review  entailed  by  the  examination. 

While  examination  days  are  usually  appointed  twice 
in  a  year,  yet  the  beauty  of  the  graded  system  is  that 
classes  may  go  as  slowly  or  as  rapidly  as  they  please, 
spending  two  Sundays  on  a  lesson,  or  taking  two  lessons 
on  a  Sunday,  according  to  their  ability.  This,  of  course, 
means  that  classes  complete  courses  at  odd  times  in  the 
year.  The  new  systems  are  so  elastic  that  a  class  com- 
pleting a  course  takes  the  examination  the  following 
Sunday  without  at  all  disturbing  the  school,  and  then 
goes  on  to  its  succeeding  grade.  In  the  course  of  a  year 
or  two  there  will  therefore  be,  in  a  large  school,  all 
manner  of  grades  at  all  points  of  progress.  This  is  not 
at  all  confusing  to  an  efficient  principal,  and  is  commend- 
able in  that  it  meets  the  detailed  needs  of  types  of  pupils. 
The  certificates  or  diplomas  for  examinations  passed  can 
well  be  reserved  for  presentation  until  commencement  day 
arrives,  before  the  summer  session. 

For  classes  below  the  age  of  eight,  oral  work  for  exami- 
nations is,  of  course,  necessary. 

The  individual  caprice  and  unconscious  favouritism  of 
particular  teachers,  shown  to  pet  scholars  (or  often  the 
reverse,  prejudice),  is  wholly  eliminated  under  thissystem, 
in  the  Sunday-school,  which,  of  all  educational  institu- 
tions, ought  to  be  absolutely  fair  and  unbiased. 


ii6     THE  SUNDAY-SCHOOL  OF  TO-DAY 

The  Secretarial  Force. 

(i)  The  Registrar.  lu  large  Suuday-scliools,  this  officer 
is,  essentially,  a  special  individual.  In  very  small  Sunday - 
schools,  the  work  can  be  combined  with  the  General 
Secretary.  The  duties,  however,  should  never  be  omitted. 
Every  incoming  scholar  ought  to  have  the  complete  data, 
such  as  is  found  on  the  form  submitted  in  the  chapter  on 
Forms  and  Blanks,  filled  out  in  ink  at  his  entrance.  This 
card  is  the  official  card  adopted  by  the  General  Board  of 
Keligious  Education  to  secure  the  information  and  records 
that  to-day  are  lacking  in-  the  statistics  of  our  Sunday- 
schools  at  large.  The  card  will  not  take  more  than  a 
minute  to  fill  out,  and  it  then  becomes  a  registration  card, 
from  which  the  information  needed  for  the  roster  is  se- 
cured. The  registrar  should  have  the  charge  of  both  the 
enrollment  cards  and  the  roster  file,  and  he  will  have 
plenty  of  work  to  do  to  occupy  him  throughout  the  entire 
Sunday-school  period,  and  an  evening  a  week  at  home. 
The  filling  and  oversight  of  all  records,  also,  come  under 
his  purview. 

When  scholars,  already  in  the  school,  bring  in  new 
pupils,  it  is  a  very  efficient  incentive  to  place  their  names 
on  a  special  starred  honour  roll,  to  remain  there  for  the 
year,  provided  that  the  scholars  whom  they  bring  remain 
in  the  Sunday-school  at  least  one  month, — a  sufficiently 
longtime  usually  for  the  school  to  secure  a  hold  upon  them. 

One  of  the  church  officers  can  often  be  secured  for  this 
position  of  registrar,  who  may  be  unfitted  for  teaching, 
or  would  not  undertake  the  amount  of  work  required  in 
some  other  positious. 

{2)  The  General  Secretary.  His  work  is  partly  super- 
visory, keeping  a  general  oversight  of  all  the  records  of 
the  school,  along  all  lines,  that  the  system  be  held  right 
up  to  the  mark  ;  and  partly  the  personal,  mechanical 
details  of  the  following  records. 


OR  GANIZA  TION  OF  CHUR  CH  SCHO  OL  w] 

(a)  Eecord  of  teachers  and  scholars.  The  sclioUirs' 
record  system  is  simx^le  and  expeditious,  occupying  not 
more  than  five  minutes.  It  notes  on  a  simikir  basis  the 
attendance  at  Sunday-school  and  at  church,  failure  in 
good  conduct  (good  conduct  being  assumed)  and  character 
of  recitation.  A  card  system  may  be  used,  or  a  book 
system.  The  Gorham  Class  Book  affords  the  most  com- 
plete and  least  cumbersome  system,  being  a  permanent 
record  of  everything  for  the  entire  year,  and  avoiding 
subsequent  recopying. 

The  best  forms  for  these  records  are  shown  in  the 
chapter  on  Forms  and  Blanks. 

(&)  Eecords  of  new  teachers,  new  scholars,  change  of 
address,  illness,  removal,  transfer,  resignation,  etc.  A 
card  system  in  a  file  case  is  the  best.  A  card  is  amended 
and  filed  in  proper  place  very  readily,  and  a  permanent 
record  of  scholars  who  have  severed  connection  with  the 
school  filed  back  of  those  then  attending.  If  such  a  child 
return  the  next  year,  his  card  is  simply  refiled  with  a 
note.  Eecord  of  illness  is  important  for  final  marks  at 
graduation,  and  for  notification  to  teacher  and  minister 
for  calling,  and,  in  case  of  contagious  disease,  for  proper 
absence  of  other  children  from  the  same  house.  A  proper 
transfer  blank  should  be  filled  out  and  furnished  each 
child  removing  elsewhere.  If  the  child  be  absent  for 
a  summer  vacation,  and  attends  Sunday-school  in  the 
vacation  town,  a  card  form  to  be  filled  in  by  the  summer 
school  secretary  may  be  given  by  the  home  secretary  and 
thus  credit  secured  for  the  child  in  the  marks  of  its  own 
school,  just  as  credit  is  given  for  marks  received  in  an- 
other college. 

(S)  Beport  Secretary.  The  report  system  is  proving 
to  be  one  of  the  very  best  incentives  for  cooperation  and 
work  in  the  school.  Its  routine  may  differ  under  dif- 
ferent circumstances,  but  the  plan  that  has  been  found 


Ii8     THE  SUNDAY-SCHOOL  OF  TO-DAY 

the  best  is  to  have  from  one  to  three  report  secretaries, 
with  a  corps  of  routine  secretaries.  These  routine  sec- 
retaries are  the  young  men  in  the  Sunday-school,  of 
the  older  classes,  who  can  be  made  available  during  the 
routine  period  assigued  for  marking.  Its  object  is  the 
practical  cooperation  of  the  home. 

It  is  essential  to  keep  in  direct  touch  with  the  parents. 
To  this  end,  two  '^  points  of  contact "  are  suggested,  based 
on  the  practical  experience  of  many  schools.  Send  home 
a  monthly  report.  (See  chapter  on  Best  Forms.)  Where 
pupils  are  constantly  shifting  residence  and  the  member- 
ship of  the  school  is  unstable  during  a  year,  the  former 
type  works  best,  and  is  the  cheaper.  Where  membership 
and  residence  is  pretty  certain,  the  latter  is  pioductive 
of  less  labour.  Young  men  of  the  older  chisses  will 
gladly  undertake  this  work,  if  given  the  dignified  name 
of  "report  secretaries." 

These  reports  are  signed  by  the  parents,  returned  to 
the  school  and  filed  in  a  card  index  file,  being  checked 
up,  first,  in  the  class  record  book  so  that  in  case  reports 
are  not  returned  within  a  reasonable  time,  duplicates  can 
be  sent  by  mail,  since  scholars  are  sometimes  apt  to 
''forget"  to  deliver  rather  poor  reports  to  the  parents, 
and  with  older  scholars  there  is  sometimes  a  dislike  to 
any  reports. 

When  these  reports  are  filed,  they  become  a  permanent 
record  of  the  school.  The  general  secretary  has,  of  course, 
the  oversight  of  the  routine  of  this  system  to  which  the 
report  secretaries  are  assigned. 

(4)  Tlie  Custodian  of  Supplies,  and  the  Custodian  of 
Equipment.  All  schools  of  one  hundred  or  more  pupils 
can  well  afford  to  relieve  the  superintendent  of  an  im- 
mense amount  of  detailed  work  which  so  often  handicaps 
his  efficiency  as  a  superintendent.  He  needs  to  be  free 
to  be  in  touch  with  the  entire  school,  not  to  be  confined 


ORGANIZA  TION  OF  CHURCH  SCHOOL  1 19 

to  a  desk  uor  to  spend  his  time  before  aud  after  school 
"getting  ready.' ^  The  custodian  of  supplies  is  given  the 
entire  charge  of  all  material  in  the  way  of  lesson  books, 
helps,  maj>s,  and  pictures,  and  such  paraphernalia  as  is 
given  out  permanently  to  scholars  or  teachers.  He  has, 
as  the  other  officers  ha,ve,  his  own  place  in  the  room,  his 
table  or  desk  with  supplies,  and  he  keeps  a  careful  record 
of  all  supplies  received  and  disbursed,  checking  the  fact 
on  the  class  books,  and  on  the  registration  cards.  The 
usual  plan  pursued  in  most  schools  is  to  give  one  copy 
of  the  lesson  book  free  to  scholars,  requiring  that  if  it  be 
lost  or  destroyed,  and  a  duplicate  desired,  that  duplicate 
should  be  paid  for  by  the  scholar  or  parent,  at  the  regu- 
lar price.  Pupils  are  accustomed  to  this  rule  in  public 
school  and  there  is  no  rebellion. 

On  the  other  hand,  in  every  school,  large  or  small, 
there  is  a  great  deal  of  work  to  be  done  in  getting  ready 
for  school  session  and  putting  away  supplies  afterwards. 
All  this  work  and  the  charge  of  such  supplies  as  can  be 
called  equipment,  that  is,  material  that  is  given  out  and 
taken  back  again,  such  as  hymnals,  service  forms,  num- 
bers for  class  forms,  banners,  etc.,  aud  that  does  not 
pertain  to  the  duties  of  the  general  secretary,  the  regis- 
trar, or  the  director  of  hand-work,  should  be  in  care 
of  these  custodians.  It  means,  therefore,  a  considerable 
amount  of  quiet,  unseen,  unobtrusive  and  often  unap- 
preciated routine  service,  and  yet  the  performance  of  this 
with  absolute  fidelity  and  careful  detail  is  perhaps  more 
essential  to  the  orderly  conduct  of  a  school,  the  peace  of 
mind  of  the  officers,  than  any  other  one  point.  The 
schoolroom  ought  to  be  prepared  (unless  the  school,  un- 
fortunately, meets  in  the  church  building  where  previous 
services  have  to  be  held)  the  night  before.  A  very  good 
plan  is  to  have  two  Custodians  of  Equipment,  the  one 
preparing  the  room,  and  the  other,  with  the  assistance 


I20     THE  SUNDAY-SCHOOL  OF  TO-DAY 

of  some  of  the  older  scholars  who  remain  after  the  chiss 
hour,  putting  away  the  material.  This  divides  tlie 
labour  and  keeps  it  from  becoming  irksome.  Moreover 
it  eulists  more  young  men,  which  is  an  admirable  plan. 

(5)  Siqjeruitetident  of  Absentees.  Absenteeism  is  the 
bete  noir  of  innumerable  attempts  at  progress  in  hundreds 
of  enterprises  through  life.  How  to  eliminate  the  ab- 
sentee is  the  ever-recurring  problem  in  all  organizations, 
religious,  social  and  even  commercial. 

In  the  Sunday-school  this  evil  is  of  sufficient  moment 
to  demand  special  attention.  In  no  other  place,  prob- 
ably, does  the  absentee  do  quite  so  much  harm  to  both 
himself  and  to  the  members  of  the  organization  of  which 
he  is  a  part.  For  himself,  in  Sunday-school  as  in  day- 
school,  one  or  two  absences  put  him  far  behind  in  the 
grasp  of  the  lessons  necessary  to  thorough  comprehension. 
It  means  throughout  poor  work  and,  consequently,  poor 
results,  and  for  what  does  any  school  exist  save  results'? 
For  the  school,  the  continual  absence  of  puj)ils  not  only 
pulls  down  the  records  (insignificant  in  themselves,  but 
indicative  of  good  work),  but  it  lessens  the  interest  of  the 
entire  body,  destroys  the  esprit  de  corps^  creates  a  feeling 
of  listlessness,  indifference  and  lethargy  on  the  part  of 
both  the  pupils  who  do  come  and  the  patient  teachers 
who  seek  to  train  them. 

In  the  public  school,  the  problem  of  absenteeism  is  met 
with  great  effectiveness  by  the  local  municipal  laws  and 
the  truant  officers,  so  that  the  percentage  does  not  fall 
below  five  per  cent,  in  most  cities.  But  in  the  church 
school,  the  average  of  attendance  hovers  between  sixty- 
five  per  cent,  or  even  fifty  per  cent,  in  the  poorly  run 
school  up  to  eighty-five  per  cent,  and  even  ninety  per 
cent,  in  the  most  thorough  and  businesslike  ones.  With 
voluntary  attendance  and  no  real  discipline  possible,  this 
does  not  at  first  seem  so  bad.     But,  realizing  the  fact 


OR  GANIZA  TION  OF  CHUR  CH  SCHO  OL  121 

tliLit  the  child  iu  Sunday-school  has  in  fourteen  years 
only  the  same  amount  of  time  to  put  into  religious  culture 
that  he  has  to  put  into  mathematics  iu  one  year, — even 
if  he  were  never  absent  from  Sunday-school  and  did 
attend  the  full  quota  from  three  to  seventeen,  which  is 
unusual, — it  certainly  does  behoove  us  to  secure  just  as 
high  an  attendance  record  as  is  humanly  possible — the 
best,  for  God's  work  deserves  the  best. 

So  it  is  that  we  welcome  a  new  feature  in  the  Sunday- 
school  organization,  a  feature  that  is  applicable  to  any 
school,  large  or  small,  to  any  locality  whatever,  and 
which  never  fails  to  at  least  raise  the  attendance  some- 
what. It  is  the  creation  of  a  new  officer,  usually  a  lady 
with  spare  time  during  the  week,  known  as  the  Superin- 
tendent of  Absentees. 

There  are  three  kinds  of  cibsentees  in  most  schools,  and 
each  requires  a  differing  method  of  treatment. 

(a)  The  absentee  on  the  present  roll,  but  remaining 
away,  one,  two,  three,  or  more  Sundays.  Various  plans 
have  been  worked  out,  but  the  final  and  most  successful 
plan,  which  is  practically  becoming  the  standard,  is  as 
follows  : 

To  those  absent  one  week,  a  reply  post- card  is  mailed, 
using  but  a  one-cent  stamp.  The  pupil  replies,  occasion- 
ally, on  the  return  half.  This  plan  is  found  to  bring  back 
the  following  Sunday  almost  three-quarters  of  those  absent 
the  preceding  week. 

To  those  not  crossed  off  the  '^  one- week  list,''  who  have 
thus  been  away  two  weeks,  a  vacant  chair  post-card  is 
mailed,  suited  to  the  sex  and  age  (and  if  desired  even  the 
colour,  white  or  black),  of  the  delinquent.  This  proves 
a  '^  clincher,''  save  in  rare  and  obstinate  cases.  On  a  roll 
of  four  hundred  scholars,  with  probably  a  list  of  fifty  one- 
Sunday  absentees,  the  three-week  list  will  not  be  more 
than  five  or  six. 


122     THE  SUNDAY-SCHOOL  OF  TO-DAY 

With  the  three- week  list,  the  persoual  touch  enters, 
emxDloyiug  more  drastic  aud  yet  more  winsome  methods, 
the  use  of  the  messenger  service.  Boys  and  girls  are 
registered  as  messengers,  usually  youngsters  of  from  ten 
to  fourteen  years  of  age,  still  in  i)ublic  school.  On  a  cer- 
tain day  each  week  they  report  to  the  superintendent  of 
absentees  (or  they  can  receive  the  messages  by  mail  if 
necessary).  Messages  can  either  be  purchased  in  form  or 
printed  specially  for  the  particular  school,  which  in  the 
case  of  larger  schools  is  i^referable,  but  always  resembling 
telegrams.  They  are  delivered  in  person  by  the  messen- 
gers, in  telegram  envelopes,  the  messengers  bearing  a 
badge  of  service  and  a  card  of  introduction.  A  blank 
space  is  signed  in  the  delivery  envelope,  and  if  the  pupil 
or  his  parents  be  home,  a  report  is  filled  in  at  once  on  an 
attached  blank  aud  brought  back  to  the  superintendent. 
It  is  always  the  rule  that  a  messenger  shall  hunt  up 
scholars  of  some  other  class  than  his  own  ;  and  so  it  be- 
comes the  pride  of  every  class  not  to  have  delinquents 
that  have  thus  to  be  drummed  up  by  messengers  from 
another  class.  Thus  the  class  es]^r%i  de  corps  is  cultivated. 
This  is  found  to  be  exceedingly  advantageous. 

Finally,  there  is  the  class  of  those  absent  four  weeks 
or  more.  Here  also  a  form  is  ready  at  hand,  so  that 
proper  reports  may  always  be  in  writing.  An  absentee 
card  is  filled  out  and  sent  or  given  to  the  child's  own 
teacher  to  call  and  report  what  a  careful  investigation  can 
furnish  regarding  the  cause  of  continued  absence.  Of 
course,  every  true  teacher  tries  to  call  on  all  her  pupils 
two  or  three  times  a  year  and  to  have  them  together  for 
a  social  gathering  at  her  home  or  some  church  room  on 
several  occasions.  This,  however,  is  special  absentee  in- 
vestigation. If  the  child  has  gone  to  some  other  school, 
proper  persuasion  may  be  employed  to  secure  return. 
If  he  has  moved  away,  there  ought  never  to  be  a  failure 


ORGANIZATION  OF  CHURCH  SCHOOL  123 

iu  seudiug  a  formal  transfer  and  letter,  either  from  the 
school  superintendent  or  the  minister,  if  the  pupil  be  on 
the  parish  roll,  to  the  school  of  the  church  nearest  the 
new  abode,  or  the  one  attended  already,  in  case  that  is 
known.  When  this  general  system  is  in  vogue,  the  prob- 
lem of  absenteeism  is,  in  the  main,  solved. 

(6)  The  second  general  class  of  absentees  is  that  large 
corps,  often  one- fourth  of  the  entire  school,  that,  in  our 
larger  cities  with  shifting  population  and  indifferent 
parents,  dwelling  in  small  apartments,  fails  to  put  in  an 
appearance  after  the  summer  vacation  ends  and  the  au- 
tumn work  begins.  Sometimes  a  letter  will  bring  them 
back.  More  frequently  they  require  calling,  tracing  of 
new  addresses,  transfer  if  moved,  and,  if  still  in  the  old 
abode,  will  be  probably  found  to  require  much  urging, 
many  calls,  and  determined  prodding,  for  they  usually 
are  members  of  the  procrastinating,  delinquent  class.  It 
is  found  that  from  one-third  to  one-half  of  such  pupils 
can  be  won  back  within  a  month,  the  rest  being  those 
permanently  dropped  or  removed.  It  is  worth  the  effort 
though,  for  they  would  otherwise  forsake  church  and 
school  and  go  nowhere  or  to  other  religious  bodies.  The 
church  loses  many  valuable  Christians  through  this  lack 
of  a  proper  business  '' follow-up  system."  It  is  also 
highly  our  duty  to  attend  to  the  transfers.  AYe  may  not 
hope  to  secure  the  child  to  our  own  school ;  but  we  are 
certainly  responsible  for  the  endeavour  to  attach  that 
child  to  some  other  school.  Our  labours  are  for  the 
Church  of  Christ  and  not  merely,  in  any  selfish  disregard 
of  opportunity,  for  our  own  particular  vineyard. 

( c)  In  every  church  there  are,  without  doubt,  young 
people  between  the  ages  of  three  and  twenty-one,  whose 
names  are  found  on  the  church  register,  but  not  on  that 
of  the  Sunday-school.  We  are  too  often  content  with 
opening  the  doors  of  our  school  (usually  basement  doors 


124     THE  SUNDAY-SCHOOL  OF  TO-DAY 

at  that),  aud  expecting  the  youth  to  flock  Id  for  religious 
education.  The  command  was  to  go  out  into  the  high- 
ways aud  .compel  them  to  come  in.  A  very  prominent 
minister  in  New  York,  serving  a  notably  wealthy  congre- 
gation, has  increased  his  Sunday-school  in  a  few  years 
from  less  than  fifty  to  more  than  two  hundred  and  fifty 
by  persistently  and  insistently,  in  season  and  out,  on 
every  occasion,  presenting  the  personal  duty  to  parents 
to  have  their  children  instructed  in  the  church  school, 
knowing  that  such  education  was  not  being  adequately 
imi)arted  at  home.  Sometimes  it  requires  many  calls  and 
much  tact,  even  to  a  preliminary  coaching  of  society  chil- 
dren backward  in  religious  culture ;  but  the  system  is 
cultivating  in  that  parish  a  spiritual  tone  and  zeal  for 
service  that  is  remarkable.  The  likelihood  is  that  if  this 
absentee  class  were  canvassed  aud  either  brought  into  the 
church  school,  or,  in  the  few  cases  of  positive  inability  to 
attend,  entered  on  a  home  department,  the  average  school 
would  almost  double  its  roll,  not  for  the  roll's  sake,  but 
for  the  sake  of  the  child,  all  too  greatly  needing  our  train- 
ing for  the  battle  of  life  in  a  world  of  sin. 

This  new  officer  has  evidently  come  to  stay,  to  fill  a 
long-felt  gap.  It  is  also  manifest  that,  from  the  start,  she 
will  have  abundant  work  to  do,  work  which  ought  not  to 
devolve  upon  the  secretaries  if  they  are  expected  to  prop- 
erly fulfill  their  labours  and  provide  complete  records.  In 
small  schools  she  might  even  have  added  to  her  duties  the 
lai'ge  list  of  those  absent  from  Sunday  services,  for  re- 
quired attendance  at  least  one  service  each  week,  for  the 
training  in  worship  is  in  itself  quite  the  proper  thing. 
If  character-building  is  really  habit-formation,  this  then 
is  a  habit  we  should  cultivate  in  youth,  and  its  organiza- 
tion could  quite  well  be  placed  within  the  purview  of  this 
new  officer. 

(<5)     Director   of  Hancl-Worh.     Hand-work,   variously 


ORGANIZA  TION  OF  CHURCH  SCHOOL  1 25 

called  mauuiil  work,  self  expressioual  methods,  etc.,  is 
the  new  feature  iu  the  Suuday-school.  It  has  come  to 
stay.  Iu  the  schools  where  it  is  almost  submerging  proper 
lesson  stud}^,  aud  the  successful  administration  of  the 
school,  it  is  disorganized,  uucorrelated  and  left  entirely 
in  the  hands  of  the  individual  teachers,  who  become  so 
over-enthusiastic  with  its  attractive  features  that  they 
are  carried  away  with  it  to  the  exclusion  of  sound  study. 
Hand- work  is  the  means  to  an  end,  not  the  end  itself. 
In  the  schools  where  it  is  proving,  right  royally,  its  ef- 
ficiency, it  is  in  the  hands  of  a  single  official,  usually  a 
trained  day-school  teacher,  who  devotes  her  entire  time 
to  the  i)roper  introduction  and  correlation  of  the  work  in 
every  grade.  In  this  way  it  is  kept  in  well-balanced 
form. 

The  director  of  hand-work  has  charge  of  all  pictures, 
the  museum  of  models,  all  note-books,  maps,  and  in  fact 
all  materials  for  self-expression.  Such  schools  as  the 
Church  of  the  Ascension,  Mount  Vernon,  St.  Andrew's, 
Harlem,  N.  Y.,  St.  Paul's,  Yonkers,  etc.,  have  changed 
the  whole  spirit  of  the  school,  from  listlessness  and 
lack  of  interest,  to  enthusiastic  fulfillment  of  assigned  les- 
sons aud  cooperative  endeavour  to  perform  the  work. 

(7)  The  Treasurer.  The  duplex  envelope  system  is 
coming  into  the  Sunday-school  to-day  as  the  ideal  plan 
of  training  iu  proper  giving.  This  is  a  system  that  in- 
sures (a)  i)roi3er  education  of  youth  in  weekly  systematic 
giving,  and  in  praying  and  giving  for  missions,  (b)  An 
increase  in  offerings  that  will  sometimes  double  the 
previous  gifts,  (c)  An  offering  when  scholars  are  ab- 
sent, since  the  back  envelopes  are  brought  in. 

It  requires  a  considerable  amount  of  work,  and  even  in 
small  schools  it  has  been  found  necessary  to  enlist  a  num- 
ber of  young  men  to  assist  the  treasurer  in  checking  off 
the  envelopes  each  week.     It  is  a  system  that  will  mean 


126     THE  SUNDAY-SCHOOL  OF  TO-DA  1 

for  the  next  geueratiou  a  relationship  of  proper  church 
support  and  an  appreciation  of  uniform  brotherhood. 
No  school  that  is  looking  to  vital  results  can  fail  to  ap- 
preciate its  value. 

{8)  Attendant  071  Ventilation.  "What  is  everybody's 
business  is  nobody's  business,"  and  a  proper  ventilation 
is  hygienically  essential  to  proper  teaching  and  proper 
learning.  For  avoidance  of  restlessness  and  for  the  proper 
circulation  of  blood  that  will  accomplish  good  work,  it  is 
not  unessential  to  have  the  matter  of  systematic  ventila- 
tion and  proper  temperature  of  heat  or  cold  in  the  hands 
of  some  one  individual.  This  may  be  a  man  or  a  woman, 
but  it  should  be  somebody  with  sufficient  common  sense 
and  knowledge  of  standard  requirements  to  perform  the 
work  efficiently. 

Every  little  item  that  adds  to  the  improvement  of  a 
school  is  sufficiently  important  in  God's  work  to  be  prop- 
erly considered. 

Proper  vs.  Destructive  Ideals  in  Giving.  Ideals  are 
what  we  make  them.  They  are  good  or  bad,  according 
to  their  ultimate  terminus  ad  quern.  This  is  not  apparent 
always  at  the  inception  nor  always  seen  on  the  surface. 
Ideals  are  the  most  powerful  motives  or  incentives  in  all 
the  world.  They  beckon  forward.  From  the  dawn  of 
adolescence  they  are  the  ruling  mainsprings  of  life  and 
conduct,  and  they  invariably  determine  the  standards 
which  govern  and  limit  secular  and  religious  actions. 

In  no  field  whatever  is  it  so  incumbent  to  set  high  eth- 
ical standards  as  in  the  matter  of  giving  to  our  God. 
This  touches  every  phase  of  church  and  charitable  sup- 
port. As  the  child  learns  to  act,  and  by  what  standards 
he  acts,  so  he  continues  through  all  life,  and  the  deter- 
mining values  and  relations  in  such  actions  are  practically 
*^set"  by  the  time  he  attains  manhood. 


OR GANIZA  TION  OF  CHUR CH  SCHO OL  12-] 

Thus  it  makes  a  vast  deal  of  differeuce  whether  the 
pupils  iu  Suuday-school  are  taught  to  give  for  self-sup- 
port (lessoDS,  eutertaiumeuts,  etc.),  or  whether  they  render 
directly  to  God  for  the  maintenance  of  the  home  church, 
the  missions  of  the  diocese,  domestic  and  foreign  missions, 
and  objects  outside  of  their  own  school.  In  the  one  case, 
the  determining  ideal  (or  motive}  is  selfish  and  self-con- 
tained.    In  the  other  it  is  unselfish  and  generous. 

The  relationship,  the  interest,  and  the  work  of  the 
Sunday-school  and  the  church  are  determined  too  by  the 
attitude  of  the  church  authorities  towards  the  support  of 
the  Sunday-school.  There  is  only  one  right  x:)osition  to 
assume,  namely,  that  the  church  should  supj)ort  the  Sun- 
day-school as  its  most  important  work,  not  excepting  even 
divine  services.  The  main  i^oint  of  objection,  once  the 
matter  is  presented  properly,  will  be  the  selfish  exclusive- 
ness  of  teachers  and  officers,  who  may  not  want  to  place 
their  funds  and  their  control  in  the  hands  of  the  church 
authorities.  This,  however,  should  not  weigh  essentially, 
for  the  minister  in  charge  is,  after  all,  the  head,  and 
responsible  for  the  standards  taken,  and  recalcitrant 
schools  should  be  made  to  yield  for  the  good  of  the  cause 
and  principle. 

Self-Support  in  the  Sunday-School  Has  Worked  a 
Fearful  Injury  to  the  Church  of  God.  It  has  created 
false  and  unchristian  standards  for  the  children.  They 
give  their  pennies  to  buy  their  books,  support  their  school, 
and  even  in  some  cases  actually  (and  in  many  more  in 
fancy)  to  ''pay  for  their  teachers."  They  are  not  taught 
to  give  freely  and  ivithout  gain  to  God. 

The  outcome  has  been  the  selfishness,  self- centredn ess, 
^*the  quid  pro  quo^^^  the  resolve  to  get  something  tangible 
for  every  cent  given. 

Consequently  we  see  the  rented  x^ew,  the  church  fair  or 


128     THE  SUNDAY-SCHOOL  OF  TO-DAY 

bazaar,   the  entertainment,  etc.,  existing  as  the  general 
means  of  church  supijort. 

Consequently  also  we  see  lowered  ratios  of  giving 
to  missions,  to  philanthropy,  to  charities,  and  to  social 
service.  The  adult  has  lived  according  to  the  example 
set  the  child. 

The  Sunday-school  is  the  chief  tcorlc  of  the  church.  It  is 
the  church's  nursery.  Without  it,  gains  to  the  church 
would  be  few,  uncertain,  and  wavering,  when  secured. 
It  ought  to  be  the  main  concern  of  the  church.  To  it  the 
parish  should  give  its  most  eager  attention,  its  most  faith- 
ful service,  its  most  generous  support.  It  ought  never  to 
be  asked  to  "support  itself.''  Even  present  economy  is 
lost,  not  gained. 

The  Ideal  Plan  and  How  it  Works. 

(a)  Urge  the  children  to  give  to  God.  (Not  to  buy 
supplies.)  This  will  set  constantly  before  them  the  per- 
sonal obligation  of  every  Christian  to  contribute  regularly 
to  God's  work. 

( h)  Introduce  into  the  Sunday-school  the  duplex  envel- 
ope fund  system.  It  will  mean  (1)  regular  giving,  whether 
the  scholar  be  absent  or  not,  whether  the  day  be  clear  or 
stormy  ;  (2)  constant  income  ;  (3)  a  due  consideration  of 
the  ratio  between  giving  and  ability  ;  (4)  a  training  in 
the  habit  of  giving  that  will  never  die  away  ;  (5)  and 
from  four  to  ten  times  as  much  money  received,  though 
this  is  the  lowest  real  motive  to  the  church. 

(c)  Make  the  children  realize  that  this  money  is  for 
the  church,  part  of  it,  say  three-fourths  for  the  home 
parish  work,  and  part  (the  other  one-fourth)  for  city, 
domestic,  and  foreign  missions.  Let  them  vote  them- 
selves to  what  objects  it  shall  go. 

(d)  Have  the  Sunday-school  treasurer  pay  the  three- 
quarters  over  each  week  into  the  hands  of  the  church 
treasurer. 


ORG  AMI Z A  riON  OF  CHURCH  SCHOOL  1 29 

{e)  Then  let  the  clmrch  officials  recognize  the  SuDtlay- 
scbool  and  tlieir  duty  to  it.  Have  them  i3ay  all  the  bills 
of  the  Sunday-school.  Teach  them  to  be  exceedingly 
liberal  and  generous  in  their  support  of  the  school. 

The  church  will  be  far  richer  by  this  plan.  (1)  Eicher 
now  because  the  amount  received  from  the  school  will, 
under  the  most  expensive  outlay,  be  manifold  larger  than 
is  required  for  support.  (2)  Eicher  in  all  the  generations 
to  come  because  it  will  surely  result  in  broader  ideals, 
wider  visions,  a  quickened  sense  of  duty  and  privilege 
on  the  part  of  the  adult. 

This  system  is  already  working  splendidly  in  hundreds 
of  schools.  It  has  proved  all  we  say  of  it,  both  prac- 
tically and  ideally. 

(/)  Finally,  it  is  the  Bible  system.  ^'Upon  the  first 
day  of  the  week,  let  every  one  of  you  lay  by  him  in  store, 
as  God  hath  prospered  "  (Cor.  xvi.  2). 

(9)  The  Librarian.  The  average  Sunday-school  library 
is  usually  composed  of  from  one  hundred  to  five  hun- 
dred ill-chosen,  soiled,  trashy,  "wishy-washy"  books  of 
goody-goody  type,  seldom  read,  and  little  appreciated. 
It  is  on  the  wane  to-day.  There  are  not  a  dozen  really 
up-to-date  Sunday-school  libraries  in  this  country  now, 
save  in  a  few  large  cities  and  under  large  endowments. 
None  of  these  can  compare  with  the  neighbouring  public 
libraries. 

We  do  not  at  all  urge  this  abandonment  of  the  Sunday- 
school  library,  but  we  do  advocate  a  complete  alteration 
of  its  motive  and  plan.  The  Sunday-school  library  to- 
day should  compare  with  the  public  library  in  its  vicinity. 
On  both  sides  this  cooperation  is  certain  to  be  welcomed. 
It  should  be  brought  about  in  two  definite  ways. 

(a)  The  Sunday-school  library  should  begin  anew  on 
a  revised  type  of  books,  making  it  a  reference  and  special- 
izing library  for  both  scholars  and  teachers.     In  it  should 


I30    THE  SUNDAY-SCHOOL  OF  TO  DAY 

be  a  full  list  of  teacher- traiuiDg  books  for  older  scholars 
and  teachers  and  the  normal  classes.  There  should  be  a 
set  of  good  commentaries  and  reference  books.  There 
should  be  a  goodly  collection  of  books  useful  along  the 
topics  of  the  regular  and  supplementary  and  special 
Sunday-school  lessons,  Old  Testament,  Lives  of  Christ, 
Acts,  Prayer  Book,  Doctrine,  Hymns,  Making  of  the 
Bible,  Church  History,  Catechism,  Christian  Year,  Mis- 
sions, etc.  Then  a  quantity  of  graded  missionary  books, 
both  stories,  biography,  and  history  of  missions,  should 
be  carefully  selected.  Story  books  on  the  Bible  charac- 
ters should  be  among  this  collection.  Books  for  parents, 
along  the  line  of  child  training,  child  psychology,  etc., 
should  not  be  omitted. 

Then  a  special  library  committee  of  a  thoughtful,  ener- 
getic, reading  type  should  be  appointed,  who  would 
select  these  books,  consult  with  the  special  lists  com- 
piled by  the  Sunday-School  Commission  and  the  Church 
Library  Association,  etc.  This  committee  should  post 
lists  of  books,  available  along  present  lines  of  study,  for 
scholars  and  teachers  as  well ;  books  of  interest  in  gen- 
eral reading  ;  books  of  fiction,  of  biography,  of  story,  of 
morals ;  all  new  books  of  recent  insertion.  The  library 
ought  to  be  open  on  one  week-day  at  least,  and  readers 
encouraged  to  come  and  consult  the  shelves  in  person  and 
look  over  the  card  index  as  well. 

(b)  This  committee  has  an  equally  important  relation 
with  the  public  library.  It  should  haunt  its  lists  and 
plague  its  librarian.  Not  only  must  it  know  all  the  lists 
of  books  in  the  public  library  ;  but  it  should  select  those 
of  help  and  interest,  designedly  not  those  in  the  Sunday- 
school  library.  It  should  post  the  lists  from  the  public 
library.  Now,  as  no  wise  library  to-day  issues  printed 
catalogues,  depending  on  a  card  catalogue,  this  posting 
should  be  done  mainly  through  printed  or  mimeographed 


ORGANIZA  TION  OF  CHURCH  SCHOOL  131 

lists,  cliaDgiug  from  time  to  time.  Tliis  is  important. 
Just  as  large  public  libraries  to-day  have  story-tellers, 
who  make  a  poiut  of  gathering  children  in  the  after- 
noons, after  school,  to  tell  them  stories,  and  so  interest 
them  in  certain  books  from  which  these  stories  come,  so 
should  the  committee,  and  it  would  not  be  too  far  astray, 
if  members  of  the  committee  were  on  hand  at  the  Sun- 
day-school a  certain  afternoon  or  so  in  week-day  time  to 
tell  stories,  guiding  children  to  read  specified  public 
school  books. 

(c)  Once  more,  this  committee  ought  to  cooperate 
with  the  librarian  of  the  public  library  to  get  her  to 
insert  new  books  needed,  and  get  her  to  suggest  books, 
of  a  character  to  go  only  in  the  Sunday-school  library, 
which  she  may  know  to  be  particularly  good,  or  which 
the  pupils  of  that  church  may  inquire  for  at  the  library, 
and  the  library  not  be  able  to  furnish. 

Without  doubt  an  active  committee  of  this  sort  in 
every  town  and  connected  with  every  parish  would  do  as 
much  good,  if  not  more,  to  a  certain  group  of  children 
as  is  done  in  the  one  hour  Sunday-school  session  by  other 
means  of  direct  lessons. 

The  School  Council.  The  standard  of  government  to- 
day is  not  an  oligarchy,  but  a  representative  democracy  ; 
nevertheless  concentration  of  power  and  responsibility  is 
better  than  socialistic  hydra-headed  chaos. 

A  scliool  eoimcil  usually  proves  the  wisest  administra- 
tive plan,  for  it  gathers,  as  an  advisory  body,  the  leading 
workers  of  the  school,  those  who  know  the  ideals  and 
have  the  best  interests  of  these  ideals  and  purpose  at 
heart.  The  average  school  council  is  composed  of  the 
superintendent  (as  chairman),  the  principal,  the  regis- 
trar, general  secretary,  report  secretary,  the  superin- 
tendent of  absentees,  director  of  hand-work,  the  treas- 


132     THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

urer,  the  librarian,  and  from  ten  to  twenty  per  cent,  of 
the  teachers,  selecting  those  who  have  been  in  the  school 
the  longest  number  of  years,  or  appointed  by  the  super- 
intendent annually,  although  they  might  very  well  be 
elected  at  a  general  meeting  of  the  teachers  and  officers. 

This  body,  meeting  once  a  month,  should  have  the 
control  of  the  school's  development.  All  bills  ought  to 
be  viseed  by  the  superintendent  and  by  the  person  order- 
ing the  supplies  before  being  paid,  and  a  detailed  report 
ought  to  be  made,  by  the  treasurer,  each  month,  to  the 
council. 

All  general  committees,  such  as  social,  Christmas, 
Easter,  excursion,  entertainment,  etc.,  should  be  ap- 
pointed by  the  superintendent. 

A  live  council  can  be  one  of  the  strongest  powers, 
both  in  the  school  and  in  the  community,  and  the  time 
that  the  members  spend  in  meetings  will  be  of  extreme 
value  in  the  progress  of  the  school. 


YI 
THE  MOST  EFFECTIVE  ROUTINE  SYSTEM 

LACK  of  unbroken  routine  system  is  the  chief 
weakness  and  real  problem  of  the  vast  majority  of 
schools  both  large  and  small.  Surely  God's  work 
in  the  school  ouglit  to  be  as  carefully  and  systematically 
run  as  a  week-day  business.  Unfortunately  it  is  very 
frequently  conducted  in  a  slipshod  and  careless  manner. 
There  cannot  be  too  much  system  if  it  be  a  wise  system. 

The  system  will  be,  naturally,  divided  into  the  two 
departmeuts — the  curriculum,  or  educational  department, 
and  the  routine  machinery.  It  is  of  the  routine  machinery 
that  we  shall  speak  in  this  chapter. 

The  New  York  Sunday-School  Commission,  for  the  past 
thirteen  years,  has  been  testing  out  the  thousands  of 
record  systems,  forms  and  blanks  that  have  been  pro- 
duced by  the  two  hundred  and  fifty  odd  publishers,  for 
use  in  the  Sunday-school. 

The  Joint  Commission  of  the  General  Convention,  in 
its  report  to  that  body  at  Cincinnati,  deliberately  set  forth 
what  is  considered  an  essential  and  minimum  set  of  the 
best  and  most  efficient  forms  available. 

It  must  be  constantly  borne  in  mind  that  the  aim  of  the 
Sunday-school  is  to  effectively  reach  every  unschooled 
person  of  educative  age  in  the  community,  and  that  mere 
enrollment  of  names  is  of  worse  than  no  value,  for  it  is 
positively  harmful  in  its  misleading  effect. 

On  the  basis  of  these  records  we  will  set  forth,  in 
order,  the  details  of  what  we  hope  will  become  the 
standard  record  system  of  the  Church  inserted  into  each 

133 


134    THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

school  with  the  miuimum  of  expense  and  red  tape. 
Every  record  has  a  purpose  and  a  meauiDg, — an  ideal 
behind  it  to  secure  certaiu  results  for  character-buildiug. 
We  have  already  noted  that  every  officer  ought  to 
have  his  own  desk  or  table  so  that  he  will  be  found  there, 
always  in  his  place. 


2     Address 

3    Flth.r'j  (or  Mothers)   ^<arT<e 

«    Vw  Bor«                                     Oay  .nd  Month 

«    Grids  in  Public  School 

«•  i^j^ 

7    Confirmed 

e    Whit  Oub  or  Soeicly  belong  to 

9    Whit  Sunday  ^ool  (if  any  l.attenaed  beforo 

to     Olt.  of  En<r,nc«                                                  11 

Ass,En«,  ,o  Class  No. 

12   'ft«c«i»ed  Letion  Book 

13    Em«e<«  In  Clasi  Pecord                                  14 

Entered  in  RejisK- 

The  Best  Enrollment  System. 

Entering  the  New  Scholar.  A  new  scholar  entering 
the  school  should  be  sent,  at  once,  to  the  registrar  who 
should  make  out  the  enrollment  card  in  ink,  and  at  the 
same  time  fill  out  the  roster  card,  noting  the  fact  on  the 

SUNDAY     SCHOOL     REGISTER     OR     ENROLLMENT     CARD 


Pubt'C  School  Gnid« 


I      I      I      I      I      8c....^c       I      I      I      I L 


The  Best  Roster  Card. 

enrollment  card,  and  synchronously  making  a  record  for 
the  superintendent,  if  the  new  pupil  be  brought  by  a 
former  scholar,  so  that  the  scholar  bringing  the  new  pupil 
may  have  his  name  placed  on  the  honour  roll  the  fol- 
lowing Sunday. 


MOST  EFFECTIVE  ROUTINE  S YSTEM    135 

It  is  suggested  that  one  or  more  imges  be  provided  in 
every  school,  obtained  possibly  from  choir  boys  who  are 
in  the  choir,  but  are  not  enrolled  in  the  Sunday-school, 
or  some  boys  who  can  be  members  of  the  home  depart- 
ment, pursuing  their  studies  at  home,  and  reporting  to 
the  school,  thus  being  left  at  liberty  for  the  duties  of 
pages  during  the  Sunday-school  hour. 

The  pages  usually  wear  messenger  service  badges,  and 
are  seated  near  the  registrar's  desk  or  table.  They  are 
taught  to  set  an  objective  example  to  the  school,  of  order, 
attention,  and  quietness.  When  they  perform  an  errand 
they  tiptoe  across  the  room,  even  though  their  shoes  may 
not  squeak.  The  psychological  effect  of  this  is  that  all 
pupils  in  the  school  unconsciously  make  less  noise,  the 
teachers  and  the  scholars  lower  their  voices  in  teaching, 
and  the  effect  is  marvellous  after  the  pages  have  been 
at  work  a  Sunday  or  so. 

When  a  new  pupil  has  received  the  register  card  from 
the  registrar,  a  page  takes  him  in  hand  and  conducts  him 
to  the  jyvimipal.  The  principal  has  a  list  of  all  the  classes 
arranged  by  public  school  grades,  with  the  number  of 
scholars  in  a  class,  and  the  name  of  the  teacher  following. 
The  numbers  are  in  lead-pencil  so  that  they  can  be  altered 
as  new  scholars  are  added,  and  the  roll  in  the  teacher's 
hands  kept  up  to  date.  A  very  convenient  way  of 
numbering  classes  is  to  number  them  consecutively,  1 B, 
2B,  3B,  etc.,  for  boys,  and  1  G,  2rx,  3G,  etc.,  for  girls. 

The  school  schedule  can  be  made  up  with  omitted  num- 
bers leaving  blauksfor  a  growing  school  where  new  classes 
can  be  added;  thus  the  roll  may  run  from  1  B  to  20 B. 
Third  grade  day-school  may  cover  Classes  IB,  2B,  3B  ; 
fourth  grade  may  begin  with  Class  5  B  and  run  through 
6B  only;  8B  may  begin  Grade  V,  etc.  If,  as  is  most 
likely,  the  lower  grades  increase  in  membership,  a  new 
class  may  be  formed  of  third  grade  scholars  that  would 


136     THE  SUNDAY-SCHOOL  OF  TO-DAY 

be  numbered  4B,  or  i^ossibly  there  may  be  more  new 
scholars  in  the  fourth  grade,  so  that  the  fourth  grade  class 
could  either  be  4B  or  7B,  according  to  the  need.  This 
flexible  scheme  allows  classes  of  grades  to  be  placed  near 
each  other  in  a  room,  so  that  in  the  event  of  an  unex- 
pectedly absent  teacher  they  may  he  doubled. 

The  principal  assigns  the  new  pui^il  to  a  class,  marking 
it  on  the  register  or  enrollment  card,  and  at  the  same 
time  hands  the  pui^il  the  "Eules  and  Curriculum  of  the 
School ' '  on  the  printed  folder,  to  which  we  have  referred 
in  an  earlier  chapter. 

The  page  then  leads  the  new  scholar  to  the  custodian  of 
supplieSy  who  presents  the  graded  prayer  card  for  private 
prayers  at  home,  the  prayer  card  to  be  used  for  prayers 
on  entering  and  leaving  church,  and  the  lesson  book, 
writing  the  scholar's  name,  class  number,  and  address  in 
indelible  pencil  on  each  of  these. 

From  the  custodian  of  supplies  the  new  pupil  stops  at 
the  treasurer's  desk  and  receives  the  box  of  duplex  en- 
velopes for  the  offerings.  From  the  treasurer  he  goes 
direct  to  his  class,  and  the  teacher  places  the  register  card 
in  the  class  book  without  comment,  for  the  entry  by 
the  general  secretary.  The  page  then  returjis  to  his 
place. 

In  the  matter  of  records  it  is  far  more  important  to 
mark  lesson  and  attendance  at  church  than  it  is  to 
mark  attendance  at  Sunday-school,  for  the  likelihood 
will  be  that  if  the  proper  lesson  systehi  is  used,  interest 
is  created  therein,  and  there  will  be  very  little  irregular 
attendance. 

Now  there  are  but  two  systems  that  work  satis- 
factorily with  the  minimum  of  labour.  The  one  is  the 
Gorham  Class  Book,  and  the  other  is  the  record  card 
below. 

The  former  requires  the  entry  of  the  names  but  once 


MOST  EFFECTIVE  ROUTINE  SYSTEM    137 

tlirougbout  the  entire  year.     The  latter  is  au  iDdividual 
markiug  card,  and  lasts  for  three  months. 

Generally  speaking  we  prefer  the  book,  as  it  involves 
less  labour,  and  has  the  record  in  stable  form.  The  book 
provides  for  the  name,  "  B  "  for  baptized,  ''  C  "  for  con- 
firmed or  communicant,  address,  year  born,  month  and  day 
(which  is  better  than  age,  for  age  alone  is  apt  to  cause  un- 


NAME    OF    SCHOOL 

MARKING  SYSTEM. 
3-Eim:  pertccl  lessoni.  eood  (onducl.    2-Uij:  Imottlttl  lessonj:  oootcoiw 

^ 

[ ^. 

1  Daw        '9 

i 

[ 

L  Teioher.  to  Obierre. 

,,   an.    Book.      Book!  ^ould  b. 
uld  «(»«  •  ooithl,  i.port  Jt.ll. 
(of  .b««c  for  ..cn^ONE  S.nd.jr. 

C. .„.,.-                                       V             .                                          iiiin- 

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irgt  o(  •dJrcii.  ind  Vjtll  Srertarj 
cj  to  .ooth.t  S.J.O.L 
•ES. 
ttcommenaxi  to  itttnd  U.«  Mom- 

i'i;t.^:i]'Ef.frji°ii"-° 

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_ 



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•.ror^oTTao* .. »««.  >.. 

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i.".„ 

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\ — - 

— 

The  Best  Class  Book. 


certainty),  and  marking  records  for  attendance  at  Sunday- 
school,  attendance  at  church,  lesson,  conduct,  and  offer- 
ing. 

The  book  was  originally  built  for  the  mark  of  "3," 
given  for  early,  perfect  lesson,  and  good  conduct,  a  mark 
of  2  "  for  late,  imperfect  lesson,  poorer  conduct,  a  mark 


138     THE  SUNDAY-SCHOOL  OF  TO-DAY 

of  ''  1 "  for  still  poorer  record  in  any  of  these  three  points, 
and  a  ''0"  for  failure.  The  attendance  at  church  is 
marked  according  to  the  number  of  services  attended ; 
the  actual  number  being  put  down.  The  record  of 
offering  is  given  by  a  check  mark  Ci/''  ),  rather  than 
the  amount.  That  a  child  gives  is  a  fair  record  to  take. 
What  a  child  gives  lies  between  himself  and  God,  and 
should  be  personal  and  private. 

There  is  provision  in  the  book  for  additional  marks  of 
any  character  needed,  a  splendid  set  of  rules,  a  place  for 


Name,. 


Address, 


Class,. 


MONTH, 

1              " 

:                                il        REMARKS 

SUNDAY, 

1  I  1  2  1  3  1  4.  1  5 

hh 

3|4|5 

l|2     3|4|5|| 

ATTENDANCE, 

~    1       1       1       1       II       1       i       1       1 

1              1       1       II 

SCHOLARSHIP. 

1       II       III       II       1 

II       1       1      II 

DEPORTMENT. 

1       1       1       1       11       1       1       1       1 

1       1       1       1       II 

CHURCH  ATTENDANCE, 

1       1       1       1       II       I       II       1 

M    :    1    II 

THIS  CARD  WILL  BE  SENT  TO  PARENTS  OR  GUARDIAN  AT  THE  END  OF  THE  QUARTER. 

PUPILS  WHO  ARE  ABSENT  THREE  TIMES,  ILL,  OR  OUT  OF  TOWN,  ARE  ENTITLED  TO  THE 
ROLL  OF  HONOR  PROVIDED  WRITTEN  EXCUSES  ARE  BROUGHT. 

PUPILS  WILL  CALL  THEIR  TEACHER'S  ATTENTION  TO  ANY  ERRORS  OR,  OMISSIONS 
BEFORE  END  OF  QUARTER. 

A  Kesultful  Record  Card  for  those  who  prefer  card  systems. 


class  number  and  class  name,  and  the  number  can  also  be 
pasted  on  the  outside  if  desired.  The  books  are  sewed, 
not  wire  stitched,  and  last  remarkably  well. 

If  a  scholar  is  transferred  to  another  class  the  record,  up 
to  the  transfer,  is  kept  in  the  original  class  book,  say 
*'  2  B  "  and  on  the  Sunday  of  transfer,  in  place  of  records 
in  the  old  book,  an  entry  made  by  the  secretary  ''  trans- 
ferred to  Class  10  B.'^  In  10  B  the  name  is  entered  and 
in  the  place  of  the  previous  Sunday's  record  a  note  inserted 
'^frorn  Class  2B."  This  does  not  deface  the  books  and 
gives  permanent  record  marks  in  the  original  handwriting 
of  the  teacher. 


MOST  EFFECTIVE  R  O  UTINE  S  YS  TEM    1 3  9 

It  has  been  felt,  however,  by  many  schools,  that  the 
grade  of  ^*  3  "  does  not  give  a  sufdcient  leeway  for  precise 
grading,  so  that  some  prefer  a  maximum  mark  of  >'  10," 
which  gives  a  sliding  scale  of  considerable  variety. 

The  secretary  can  make  his  entries  in  the  books  in  a 
very  few  minutes  after  school  has  closed,  and  then  hand 
the  original  records  in  the  books  themselves  over  to  the 
superintendent  of  absentees.  The  superintendent  of 
absentees  should  finish  his  work  within  a  day,  when  the 
books  are  again  available  for  either  the  report  secretaries, 
or  the  registrar. 

During  the  week  the  secretary  makes  out  a  membership 
card,  giving  the  scholar,  in  especially  large  schools,  a 
serial  number  which  is  often  needed  for  reference,  and 
saves  the  time  of  writing  the  name.  On  the  back  of  this 
card  is  a  series  of  rules,  which  is  a  certain  and  effective 
plan  for  getting  into  direct  touch  with  the  home.  All  of 
the  rules  are  important  to  every  school. 

In  going  over  the  register  card  the  secretary  makes  a 
note  of  all  that  are  unbaptized  and  unconfirmed,  and 
supplies  this  list  to  the  superintendent  so  that  personal 
effort  may  be  used  to  win  such  scholars  into  the  church 
life. 

This  system  supplies  for  each  school  a  complete  regis- 
tration which  can  be  arranged  in  order  of  entry,  following 
the  serial  numbers,  a  complete  roster,  a  detailed  record 
of  every  scholar's  marks,  all  in  compact  form  and  written 
but  once. 

Still  it  is  found,  often,  especially  with  large  schools,  that 
the  superintendent  himself,  and  perhaps,  also,  the 
principal  need  a  pocket  record.  The  most  convenient 
and  condensed  is  the  one  known  as  the  Meigs'  ''  Superin- 
tendent's Pocket  Eecord,"  which  will  give  a  list  of  all 
scholars,  classes,  and  teachers,  with  a  record  of  the 
scholars  for  one  month,  and  of  the  teachers  for  the  year. 


I40     THE  SUNDAY-SCHOOL  OF  TO-DAY 

This  record  book  can  receive  its  eutries  after  the  close  ol 
the  session  each  week. 


.tbis  \%  to  Certify. 


l!uu 


«<  a  Member  o!  CUu  No- 


Sttad*7-<Khoo1,  during  the  Scuioo^f . to 

Every  Scholar  mcst  be  in  Qau  Seat  promptly  before ETcrySuttdsy, 

A  Bbnthti  Absence,  vnexcused.'dtops  a  Scholar  from  the  Roll, 

Sigati »= — — — : Superintendent,  or  SecfClaiy. 

Membership  Card. 

Records    for  the   Absentee    '*  Follow-up  "   System. 
We  have  written  at  length  regarding  the  work  of  this 


Special  Rules  of  m  ScDool 


1.  Each  Child  in  Main  School  should  have  an 
EoKlisb  Bible  to  prepare  Lessons. 

2.  Lessoni  nrnst  be  written  carefully,  and 
■  handed  in  to  Teachers,  in  order  to  secure 
•Credit  Mark.  Parents  will  please  see  that 
child  studies  lesson  at  home  thorooghly. 

S.  No  Child  is  to  be  marked  Perfect  who  does 
not  bring  Books  to  Class. 


4.  E»amiBalionsare  regularly  held,  atid  each 
Child  must  take  them,  f..r  PromotioiU 


5.  Cod  expects' a  weekly  offeriig  ..T  money, 
from  Children,  as  well  as  from  Older  People. 


t.  Every  Child,  in  Prim.ify  and  Grammar 
Schools,  is  expected  to  oitrnd  at  least  One 
Service,  besides  School,  Each  Week. 

7.  Let  .Clergy  or  Snperintendent  know  at  onee 
of  Change  oi  Address  or  of  Sickness.  Do  not 
come  to  School  if  there  be  Contagioof 
Disease  at  Home, 


Rules  on  Reverse  of  Same  Card, 


new  officer,  but  we  have  not  supplied  the  forms.     The 
usual   form  that  is  used  for  one  week's  absence  is  the 


REPLY  POST  CARD, 
USED  FOR  ONE  WEEK's   ABSENCE 


'"^            '^ 

^iT  . 

m 

WC  MISS  vou. 

.w_ 

.>. 

;  „,  ...  ,  ,...,  v-,-.i„„;  i^„ 

-..-,,■,..      ..,-   .....I, ....... :dy..       vv. 

,-.j|.^.. 

•'     ; ;■"'■ 

....     

VACANT   CHAIR   POST   CARDS 
FOR  TWO  weeks'  ABSENCE 

yo::nger  pupils 


VACANT   CHAIR   POST  CARDS 

FOR  TWO   weeks'   ABSENCE 

OLDER   PUPILS 


MOST  EFFECTIVE  ROUTINE  SYSTEM    141 

reply  post-card  seut  out  uot  later  than  the  day  following 
the  Sunday-school  session.     It  is  given  here. 

For  two  weeks'  absence  the  empty  chair  post- cards  are 
used. 

For  three  weeks'  absence  the  messenger  service,  and 
for  four  weeks'  absence  the  calling  report  card,  mailed  to 
the  teacher  or  Sunday-school  visitor,  for  personal  calling 
and  report.  A  weekly  report  by  the  superintendent  of 
absentees  should  be  made  to  the  superintendent. 

Home  Report.  Of.course,  reports  should  be  regularly 
sent  home  to  parents  in  order  that  they  may  keep  in  touch 


THE   MESSENGER  CADET  SERVICE 

MESSAGE 

f 

i 

}  3 
i   i 

2      " 

•""'""1        "«c"      |""o"°'|,..o                        """ 

1 

z 
0 

The  Messenger  Blank. 

with  the  school,  and  may  be  fully  acquainted  with  the 
status  of  the  scholar,  in  attendance  at  church  and  Sunday- 
school,  lesson  work,  and  general  standing.  The  two  forms 
that  are  most  often  used  are  here  shown. 

The  former  comes  in  pads  of  one  hundred,  and  can 
readily  be  filled  inby  members  of  the  Junior  Brotherhood, 
or  by  report  secretaries  especially  appointed,  during  any 
week  between  Sundays.  They  should  be  followed  up 
pretty  carefully  and  their  return  demanded,  as  many 
scholars  will  "forget  "  to  deliver  a  poor  report  at  home, 
and  even  destroy  it,  rather  than  show  their  standing. 

The  second  form  of  report  is  used  in  schools  wiiere  the 
population  is  somewhat  stable,  and  where  the  scholar  can 


142     THE  SUNDAY-SCHOOL  OF  TO-DAY 

be  couuted  on  to  be  at  the  same  address,  and  in  attendance 
at  the  school  during  the  year.  It  is  sent  home  and  re- 
turned each  month. 

Parents'  Meetings.    In   connection  with  the  home  is 
the  parents'  meetings  which  should  be  held  two  or  three 


REPORT     ON     ABSENTCt; 


A])sentee  Calling  Card. 

times  a  year.     This  is  not  a  mothers'  meeting,  but  a 
parents'  meeting. 

All  parents,  wiiliout  their  children,  if  possible,  should 
be  gathered  by  some  attraction,  as  best  adapted  to  the 

TO  THE  5CH60C 

WEEKLY  REPORT         t,^ m^  ' 


^  SUPERINTENDENT  OF  ABSENTEES 

NttBba  Abieotea 

A  fou  nl                                                       No    Pml  CrH.  v-nF 

THE  FOLLOWING  CUSSES  HAVE  ABSENTEES  TODAY: 

Hi- No 

M                                                                                                   Un 

au.No. 

n_N„ 

C1-.N„ 

CU-N... 

(ir  iiniic  leea  b  iinDiD.  TviH'eYCBi 

Weekly  Report. 


locality,  such  as  music,  a  short  play  by  their  own  chil- 
dren, lantern  slides,  etc.,  to  which  not  more  than  thirty 
minutes  are  devoted.  Then  should  ensue  crisp,  trenchant 
addresses  on  the  home  and  tlie  school,  cooperation,  home 
work,  services,  influence  of  the  home  treated  both  pos>- 


MOST  EFFECTIVE  ROUTINE  S  YSTEM    143 

tively  and  negatively,  confirmation,  and  even  talks  on 
vocational  study  with  regard  to  the  children's  life-work. 
The  evening  can  end  with  refreshments  and  informal 
social  interviews  between  parents,  teachers  and  officers. 


SUNDAY  SCHOOL- REPORT. 

To  be  rendered  inoo(hly  or  (uarfotv.w  deare* 

,,.-....».  .............  Sunday  School  ...,,.«..,,.,4. , 

Report  of...' ^ SchoUrt 


~~~" 

.sir^T 

'^'v^^' 

^ 

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r^R-Sa 

.^•sS- 











■i-,-il 

5ecreury 


P(;sible  Marks  atuinible..,, ,, 

Toul  Marks  received .-, 

Standing  at  last  Report ■■^\ 

Beoeral  Average  of  Scholar 

ijhu  Report  is  to  be  Signerf  bv  one  of  the  Parents  and  RcmmcJ  I 
NtXT  SuvD*v  SiCTia'ure  .    ■,...,»., 


ill 

ill 


:  Secreta^- 


Report  Form  for  City  Schools. 

An  increasing  number  of  schools  are  now  incorporating 

both  these  potent  schemes  into  the  annual  programmes. 

The  Sunday-school   furnishes  the  environment  of  the 


0  i    1 

1  '    = 

•O  '      e 

«  i      1 

>>  \      1 

O  :  .  5 

=  !:i 

^  lis 


E-Excellent 
G-Good 
F-'^atr 
P-Poo<* 

1 

i 

1 

1 

1 

1 

1 
1 

Signatures 

SEPTEMBER 

OCTOBER 

NOVEMBER 

DECEMBER 

JANUARY 

FEBRCARY 

UARCB 

iPRIL 

MAY 

, 

JUNE 

Averag.  for  ye.r 

Report  Form  for  Country  Schools. 


child  for  one  hour  or  less  a  week.  The  public  school 
supplies  it  for  twenty- five  hours  a  week.  The  home, 
allowing  for  even  the  unusual  amount  of  eight  hours  of 


144     THE  SUNDAY-SCHOOL  OF  TO-DAY 

sleep  per  night,  has  the  child  in  wakiug  moments  for 
from  sixty  to  seventy  hours  a  week.  The  influence  of  the 
home,  its  power  for  deStroyiug  or  for  supplementing  and 
augmenting  the  uplifting  influences  of  the  public  and 
church  schools,  is  of  paramount  significance,  and  yet  it  is 
far  too  frequently  ignored  and  overlooked  by  both  these 
agencies  for  personal  and  public  betterment. 

Many  wise  day-schools  and  a  growing  number  of 
Sunday-schools  are  summoning  the  parents  and  school- 
teachers once  a  month  to  a  conference,  with  addresses 
and  discussion  of  topics  germane  to.  home  influence. 
Such  meetings  have  proven  most  beneficial,  both  in  im- 
proving the  homes,  in  rousing  thoughtless  parents  to  their 
duty  towards  their  offspring,  and  in  securing  the  coopera- 
tion of  the  parents  with  the  school. 

Sometimes  it  is  necessary  to  secure  the  attendance  of 
careless  parents  by  such  devices  as  an  entertainment  or 
refreshments  or  lecture  or  a  circular  letter,  engraved 
invitation,  etc.  But  after  they  have  come  to  two  or  three 
such  meetings,  provided  the  topics  be  vital  and  not 
academic,  it  is  seldom  that  they  remain  absent.  At  least 
three  or  four  such  meetiugs  a  year  are  likely  to  succeed  well. 

Here  is  a  brief  skeleton  of  suggested  topics,  in  which 
the  home  is  bearing  an  iufluence  on  environment,  though 
it  is,  of  course,  not  intended  that  the  subjects  need  be 
taken  up  in  precisely  this  order  nor  all  the  same 
night.  They  may  well  cover  a  course  of  a  year's 
meetings. 

I.     The  Positive  Influences  of  the  Home. 
(A)     Through  the  Eye. 

Good  Pictures  on  Walls. 
Good  Books  and  Illustrations. 

Sacred  Art  01)jects,  Statuary,  Pictures,  Mottoes,  etc. 
Artistic  and  ^Esthetic  and   Refined  Surroundings  and 
Furnishings. 


MOST  EFFECTIVE  ROUTINE  SYSTEM    145 

(B)  Through  the  Ear  and  Braiu. 

Helpful  Advice. 

Training  in  Good  Habits  of  Personal  Life. 

Etiquette  and  Manners. 

High  Ideals. 

Talks  on  Health,  Hygiene,  Habits. 

Talks  on  Self  and  Sex  and  Morals. 

Talks  on  Plans  for  Life  and  Business, 

Cultivation  of  Perfect  Confidence  with  Parents. 

(C)  Through  the  Heart  and  Spiritual  Life. 

Cultivation  of  Private  Prayer  Habits. 

Family  Prayers. 

Bible  Reading  Daily. 

Help  with  Each  Week's  Sunday-School  Lesson  to  GET 

Sympathy. 
Urging  to  and  Preparation  for  Holy  Communion. 
Reception  at  Holy  Communion  Oneself. 
Attendance  at  Church  Services  with  Children. 
Seeing  that  Children  come  to  Services  also. 
Suggesting  Right  Reading. 

(D)  General. 

Noticing  and   Caring  for   Defects  of   Body,— Vision, 

Hearing,  etc. 
Providing  Proper  Social  Life,  with  Advice. 
Providing  Sufficient  Recreation  of  Value. 
Ditto  of  Physical  Exercise. 
Selecting  Club  for  a  Boy  to  Join. 
Care     as     to     Companions    and     the     "  Gang  "     or 

"Clique." 
Watching  Carefully  How  Evenings  are  Spent. 

II.     Tlie  Negntive  or  Harmful  Influences  of  the  Home. 
(A)     Through  the  Eye. 
Pictures. 

On  Walls. 

In  Books. 

In  Daily  and  Sunday  Papers. 
Reading. 

Novels. 

Crimes. 

Sensations. 


146     THE  SUNDA  Y-SCHOOL  OF  TO- DA  Y 

Sights. 
Between  Parents. 
Between  Other  Boys  and  Girls. 
General  Atmosphere  and  Surroundings. 

Neatness  and  Order. 

Cleanliness. 

Morals. 

Hygiene. 

(B)  Through  the  Ear. 

Conversation. 

Between  Parents. 

Between  Children. 

Between  Children  and  Parents. 

(C)  Food. 

Badly  Cooked, — Nervousness,  irritability,  low  morals. 
Unnutritious  Foods. 
Indigestible  Foods. 

Improper  Food, — for  Age,  for  Sex  impulses,  viz.,  Con- 
diments. 

(D)  Sleep. 

Insufficient. 
Poor  Ventilation. 
Mixed  Sexes. 
Crovyded  Contact. 

(E)  Study. 

Pool-  Light. 

Poor  Air. 

Overstudy. 

Wrong  Time,  — Empty  Stomach,  etc. 

III.     The  Personal  Study  of  the  Child. 
Defects  of  Body  or  Mind. 
Dangers  and  Temptations. 
Weaknesses  of  Character. 
Temperament. 
Ideals. 

Interests  to  work  best  upon. 
Outlets  for  Self- Activity  and  Altruism. 

Incentives  for  Attendance.    To  inspire  and  continne 
attendance    and    regularity,    the    following    incentives 


MOST  EFFECTIVE  ROUTINE  SYSTEM    147 

should  be  made  use  of,  iu  additiou  to  the  follow-up  system 
of  the  absentee  superinteudent,  already  explained.  To 
maintain  esi^rit  de  corps  among  the  teachers,  the  registrar, 
who  records  new  pupils,  sits  at  the  door  and  marks  each 
teacher  entering.  For  the  pupils,  the  appeal  is  made 
first  to  the  school  spirit,  through  the  use  of  the  register 
board  shown.  Several  sets  of  data  cards  come  with  each 
board,  and  by  them,  it  is  urged,  the  school  indicate  as 
follows  :  hymns,  number  on  roll,  record  attendance,  attend- 
ance last  Sunday,  record  offering,  offering  last  Sunday. 
Comparing  the  2)revious  Sunday  with  the  record  does  two 


ATTENDAKCE     < 


The  School  Register  Appeals  to  the  School  Spirit. 

things.  First,  it  sets  the  standard  at  the  best,  and  puts 
forth  the  incentive  never  to  fall  behind  the  highest  point 
heretofore  reached,  but  to  excel  it.  Second,  it  permits 
records  to  be  gathered  leisurely  and  accurately  during 
the  routine  period,  deliberately  placed  at  the  eiid  of  the 
school  hour,  after  the  lesson  period,  when  the  teachers 
enter  all  marks. 

The  appeal  to  the  class  spirit  is  by  the  use  of  a  class 
banner,  presented,  one  each  for  the  highest  '*  all  around  " 
record  for  boys  and  for  girls,  at  the  beginning  of  each 
month,  for  records  of  the  previous  month.  The  produc- 
tive value  of  such  a  presentation  will  be  recognized  at 


148     THE  SUNDAY-SCHOOL  OF  TO-DAY 

ODce  wlieu  it  is  installed.  The  class  spirit  is  a  slightly 
lower  ideal  than  the  school  spirit,  and  so  appeals  to 
younger  i^iipils,  for  the  broad  view  of  the  whole  school 
does  not  come  till  reasoning  has  well  developed. 

Beside  the  class  banner,  which  is  only  presented  once  a 
month  and  held  for  the  succeeding  month  by  each  honour 


Y 

Banner  Classes  Reach  tlie  Class  Spirit. 

class  of  boys  and  girls,  a  very  cheap  and  excellent  plan 
is  the  star  honour  roll  which  can  take  cognizance  of  the 
attendance  eacli  Sunday  and  award  a  star  for  every  class 
which  has  a  perfect  and  punctual  attendance  of  teacher 
and  scholars.  Many  children,  especially  younger  ones, 
do  not  look  far  enough  ahead  to  appreciate  honours  or 
incentives  that  are  distant  more  than  a  week.      The 


MOST  EFFECTIVE  ROUTINE  SYSTEM    149 

honour  roll  that  recognizes  the  attendance  of  the  preced- 
ing Sunday  appeals  to  this  age. 


PRIMARY    MEMBERS 

STARiOTENDANCE  ROLL 

fOW OtJARTBR    K» 


The  Weekly  Appeal  of  the  Star  Class  Roll. 

Lower  still,  belonging  to  the  self-centred  period  of 
boyhood  and  girlhood,  when  individuality  rules  all 
motives,    comes    the    appeal    to  the  individual  spirit. 


L:         _.: 

The  Religious  Picture  Appeals  to  the  Individual  Spirit. 

Every  month,  or  two  months,  present  a  religious  picture, 
perhaps  one  of  the  beautiful  two-cent  '' card  series, "  to 
every  pupil  who  has  not  been  absent  nor  late  for  the  one 


I50     THE  SUNDAY-SCHOOL  OF  TO-DAY 

or  two  mouths,  as  established.  Such  recoguitious  are  not 
at  all  iu  the  nature  of  prizes  ;  but  public  honours,  with 
''tokens."  These  tokens  are  not  carelessly  cast  aside, 
but  are  invariably  placed  on  the  home  walls,  a  constant 
object  lesson  and  inspiration. 

The  roll  of  honour ^  on  which  is  posted  the  names  of 
those  scholars  who  have  done  missionary  work  by  bring- 
ing new  scholars  to  the  school,  is  now  shown.  It  comes 
both  in  the  framed  form,  in  which  name  cards  can  be 
entered,  or  in  a  cheap  roll  on  which  the  name  can  be 


The  Roll  of  Honour  for  Those  Bringing  New  Pupils. 

written,  or  better  still,  printed  on  pieces  of  gummed 
paper  and  merely  "  touched,"  into  the  place  on  the  roll. 
The  advantage  of  having  the  names  removable  by  either 
the  plan  of  card  insertions,  or  gummed  paper,  is  that  one 
can  make  it  a  rule  that  the  new  scholar  must  ''stick  "  at 
least  a  month.  In  this  way  the  scholar  who  has  brought 
the  new  member  has  an  incentive  to  make  that  new 
member  a  permanent  pupil  in  the  school.  To  place  a 
name  on  the  honour  roll  for  one  Sunday's  attendance 
would  be  apt  to  result  in  a  chaotic  influx  of  the  one 
Sunday  "visitors,"  and  does  not  build  up  stable  work. 


VII 
PLANS  THAT  WOEK 

MANY  of  such  plans  we  have  already  mentioned  : 
in  fact,  this  entire  volume  is  based  on  "  plans 
that  work,"  for  they  have  all  been  tested  and 
have  proven  their  value. 

The  forms  and  blanks,  the  special  officers,  the  parents' 
meetings,  are  all  plans  that  work,  bat  there  are  several 
special  features  in  the  modern  Sunday-school  which  can- 
not be  tabulated  very  well  under  the  headings  of  our 
previous  chapters,  therefore  they  are  assembled  here. 

We  are  continually  keeping  in  mind  our  desire  for 
results.  Everything  we  do  must  have  a  purpose  and 
aim.  Nothing  is  attempted  merely  for  "amusement,"  or 
attraction. 

Heretofore  the  Sunday-school  has  reached  only  scholars 
from  the  i^rimary  age  to  early  adolescence,  rarely  holding 
the  adults.  Thousands  have  been  shut  out  from  Sunday- 
school  at  all  ages  because  of  distance,  home  duties,  employ- 
ment, illness,  or  for  other  good  reasons.  On  the  other 
hand  children  of  the  early  impressionable  age,  under  six 
years  old,  when  impressions  are  rapidly  grasped  and 
never*  forgotten,  have  been  almost  excluded  from  our 
Sunday-schools.  Every  well  organized  Sunday-school 
ought,  therefore,  to  have  a  Font  Eoll  and  a  Home  De- 
partment. 

The  Font  Roll.  The  Font  or  Baptismal  Eoll  gathers 
together  all  children  who  are  properly  termed  ''babies." 
Just  as  we  recognize  that  baptism  makes  every  child  a 

151 


152     THE  SUNDAY-SCHOOL  OF  TO-DAY 

member  of  Christ's  Clinrcb,  so  the  same  act  eurolls  it  as 
a  future  member  of  the  Suuday-school.  No  child  is  too 
youDg  to  enroll.  At  these  very  tender  years,  impressions 
are  keen,  everything  is  noticed  even  if  not  spoken  of  or 
explained,  and  so  we  enroll  the  child  just  baptized  on 
our  Font  Eoll.  We  give  the  parents  its  Font  Eoll  and 
Baptismal  Certificates.  We  make  them  realize  their 
duties  and  urge  them  to  eagerly  look  forward  to  sending 
their  children,  at  the  earliest  possible  age,  regularly  to 
the  Sunday-school  kindergarten.  We  have  the  parents 
bring  even  the  babies  to  hear  hymns  and  see  the  church, 
and  attend  occasional  services,  especially  at  Christmas 
and  Easter.  Each  Christian  is,  i^so  fado^  a  member  of 
our  great  missionary  system.  The  Font  Eoll  is  a  real 
help  and  education.  It  is  no  empty  whim.  It  allies  it- 
self with  the  Little  Helpers'  Branch  of  the  Woman's 
Auxiliary  to  the  Board  of  Missions,  and  its  members 
receive  the  missionary  mite  boxes,  to  be  filled  by  the 
parents. 

Most  schools  appoint  a  special  officer,  known  as  the 
Font  Roll  siqyerhitendent,  who  enrolls  the  scholars  on  the 
Font  Eoll,  which  is  placed  in  a  conspicuous  place  in  the 
kindergarten  room,  or  even  in  the  main  room  of  the  school 
and  who  visits  the  parents  with  the  mite  boxes,  certifi- 
cates, and  yearly  birthday  cards. 

The  Home  Department. 

What  It  Is.  Its  aim  is  to  reach,  with  the  helpful  influ- 
ences of  religious  education,  those  persons  who  do  not 
attend  Sunday-school,  whether  prevented  by  occupation, 
illness,  family  cares,  distance  from  the  church,  or  other 
good  cause,  or  simply  by  prejudice  or  indifference. 

Its  methods  are  simple  and  practical.  The  persons 
whom  it  is  desired  to  reach  are  asked  to  promise  to  spend 
at  least  one  hour  each  week  in  the  study  of  a  graded 


PLANS  THAT  WORK 


153 


Sunday- school  lessou.  Having  done  this,  they  are  en- 
rolled as  members  of  the  school,  and  are  entitled  to  all 
privileges  enjoyed  by  other  members.  They  are  provided 
with  lesson  helps  and  forms  for  recordiug  the  fulfillment 
of  their  promise  to  study  the  lessons.    These  are  conveyed 


application  for  nDcmbersbip. 

/  </«.«   h  join  the  HOME  DEPARTMENT  of  the  Sunday  School,    ^nd 
pnmise  to  study  the  assigned  Bible  lesson  si  least  an   hour  each  tueek.  unless  pre- 
vented by  some  goal  cause.      1  will  inform  the  Superintendent  if  1  should  desire  to 
iBithdraw  from  membership. 

■\                 Imjo  h.ls»  <teif^                               NAMES. 

DATE. __     ,  _      ADDRESS. . 

to  them  by  visitors  appointed  by  the  school,  who  call 
upon  them  regularly,  to  give  aid  or  encouragement  in 
their  study. 

The  benefits  to  be  derived  from  the  work  are  many.     It 
increases  Bible  study  and  makes  it  systematic  rather  than 


""^^-e  M>cUooX   %omc   0.T«'»«**''' 


x^ 


itrtl^    <iJmMe/{    to    ^km/.eri/iA 


Qr/ui^mert     c/ 


am/  it    rrU,//,^  /o    <K^<iC<, 

/irtm/e^    rycya/ 4y   »,«»^«  ^V/«    i/i'mJoy    ^/„o/ iarinf 

/•mmatJ  (o  i/aJy   l/u)  nMynfJ  .S^re^j,    S/c4^o/  /Lion   a/  /aist  one  /onf 
«aM  tf>r€A-  att/rSi   fi^   iome  yrof/  cnttjf  /tr^^ei>/ftf. 


desultory.  It  increases  the  attendance  at  church  and 
Sunday-school  and  forms  a  bond  of  union  between  the 
church  and  formerly  unchristian  homes.  It  increases  the 
benevolent  offerings  of  the  Sunday-school.  It  opens  new 
fields  for  usefulness  and  training  in  Christian  service  to 
the  members  of  the  school. 


154     T^H^  SUNDAY-SCHOOL  OF  TO-DAY 

Objections  to  the  plau  are  sometimes  urged  by  those 
who  have  not  had  experience  with  it,  bat  they  are  found 
to  be  unwarranted.  Some  fear  that  its  use  will  discourage 
attendance  at  the  main  school.  The  reverse  is  found  to 
be  the  case.  Others  fear  that  its  adoption  will  add  to  the 
duties  of  the  already  burdened  Sunday-school  officers  and 
teachers.  The  work  is  of  such  a  nature  and  is  so  organ- 
ized that  a  new  set  of  workers  are  employed. 

Row  to  Start  It.  Secure  a  superintendent  for  it.  This 
person  should  be  one  who  believes  in  the  plan,  who  has 
some  executive  ability,  and  who  is  not  so  burdened  with 
other  duties  that  the  new  ones  cannot  be  faithfully  per- 

«.HOME  DEPARTMENT-, 

REPORT  AND  COIXECTIDN. 

Of — . = , — ^ . : Sunday  School 

For  Quarter  Ending _, . I^ Class  Na . 

Name  ^_, . 

Address "_ 


^'"- ""-"■"■  ■  •  1'  ^  »'^;'4'- 

r|s|,|.oi,.;,.ln!|    lou. 

U^^Sud^.,.    .   .  1     1     1     i     1.    ■ 

1  .1  !  1  1  '  r 

A^^off^^..       '  1  '  1  1  1  1  1      (  !   i  !i 

formed.  Frequently  a  woman  is  the  best  person  to  place 
in  charge  of  the  work. 

Select  a  corps  of  visitors  who  will  assist  in  securing 
members  for  the  new  department.  It  is  best  to  choose 
ladies  for  this  work,  as  they  will  usually  meet  the  women 
and  the  children  in  the  homes.  They  should  be  persons 
of  tact,  and  sufficiently  mature  in  age  and  experience  to 
sympathize  with  and  win  the  confidence  of  those  whom 
they  visit. 

Have  the  minister  present  the  plan  from  the  pulpit, 
and  ask  all  the  members  of  the  congregation  who  are  not 
in  the  Sunday-school  to  join.  Blank  applications  for 
membership  may  be  placed  in  the  pews,  that  those  will- 
ing to  do  so  may  sign  them  at  once. 


PLANS  THAT  WORK  155 

Make  a  thorough  canvass  for  members.  It  should 
reach  all  members  of  the  church  and  congregation,  and 
all  ^^embers  of  families  represented  in  the  Sunday-school, 


Rules  of  the  l)otne  Department 

of  a  Church  Sunday  School. 

1.  Every  member  is  expected  to  spend  at 
least  ONE  HOUR  eack  week  in  tKe  study 
or  the  assifjned  is^son. 

2.  A  record  sKouId  te  kept  of  tKe  faitK- 
rul  performance  of  tKis  study  and  marked 
upon  the  Offertory  Envelope  by  an  inclined 
mark,  thus  /. 

3.  Tni3  Report  Envelope  witn  tne  sum 
of  tKe  Weekly  Offerings  sKould  Ke  ready* 
for  tKe  Visitor  tKe  week  Kefore  tKe  end  of 
tKe  quarter,  or  mailed  to  tKe  Secretary,  as 
arranged. 

4.  1  Ke  Lesson  rlandoook  is  to  be  prepar- 
ed IN  WRITING;  and  eitKer  given  to.  or 
reviewed  witK  tKe  visitor  at  eacK  call. 

5.  iKe  offering  you  will  give  weekly 
goes  to  tKe  benevolent  work  of  your  parisK. 
It  IS  given  as  a  memKer  of  tKe  Home  De- 
partment of  tKe  Sunday  ScKool,  and  Kas 
ntitKmg  w^Katcver  to  do  w^itK  your  subscrip- 
tion, pledge,  or  pew  rent,  as  a  member  and 
communicant  of  tKe  parisK,  for  w^KicK  it  is 
NOT  a  substitute. 

6.  As  a  member  of  tKe  Home  Depart- 
ment, you  are  entitled  to  ALL  tKe  rigKts 
and  privileges  of  tKe  Sunday  ScKool  m  every 
way  tKrougKout  tKe  year. 


who  are  not  on  the  rolls  of  the  school ;  all  "  shut-ins"  and 
those  prevented  by  home  duties  or  distance  from  attend- 
ing the  Sunday-school. 
When  the  canvass  is  completed  the  superintendent 


156     THE  SUNDAY-SCHOOL  OF  TO-DAY 

should  assign  to  each  visitor  from  five  to  fifteen  of  the 
members  secured,  grouping  together  those  whose  homes 
are  in  the  same  locality  j  these  persons  form  the  ' '  class ' ' 
of  that  visitor. 


nemiKmoNs  to  visrrotB 

come   Z>epactin<hl 

Cbutcb  SuVba?  School 


Visitor's  Class  Record 

A  HOME  DEPABTMENT 

A  Church  sondav  school 


to  THE  VlSifOlt 


Visitor's   Record. 


\h             home  DEFARTUE^^' 

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Certificates  of  membership,  quarterly  report  envelopes, 
and  lesson  books  should  be  carried  to  the  new  members 
by  the  visitors  as  soon  as  their  classes  are  assigned  to 
them,  that  study  may  begin  at  once. 


PLANS  THAT  WORK 


157 


Kow  to  Make  it  a  Success.  The  regular  calls  of  tlie 
visitors  should  be  made  promptly  aud  systematically. 
Neglect  of  this  particular  leads  to  loss  of  interest  ou  the 
part  of  the  members. 

Remembering  that  the  isolated  members  of  the  Home 
Department  lose  the  stimulus  and  aid  which  come  to  other 
members  of  the  school  from  the  teacher,  aud  the  class  dis- 
cussions, the  visitors  should  aid  and  encourage  them  as 
may  be  necessary,  calliog  frequently,  once  a  week  or  fort- 
night. 

The  very  helpful  element  of  j^^^^^onalinjluence should  be 
utilized  by  the  visitors.     They  should  make  themselves 


ln<liTidu>l  Member'*  tUcor^ 
Member'!    Nam< 

Sirrel 

N». 

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(Mti 

MEMORANDA 

» — 

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"'""""■"'     ■                                        l-Kn 

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™i«. 

Member's  Record  Card. 

the  friends  of  every  member,  and  thoughtfully  and  prayer- 
fully plan  in  every  possible  way  the  spiritual  welfare  of 
each. 

The  superintendent  should  keep  full  and  accurate 
records  of  all  the  work  of  the  department  and  through 
these,  the  quarterly  meetings  in  which  the  visitors  report 
and  confer  about  their  work,  and  their  personal  contact 
with  the  members,  should  exercise  a  wise  supervision  of 
the  entire  work  in  all  its  details. 

Interest  in  the  department  should  be  stimulated  by  the 
holding  of  occasional  receptions  and  entertainments  for 
the  members,  rally  days,  when  the  members  are  gathered 
in  the  regular  session  of  the  school,  etc.     Personal  or 


IS8     THE  SUNDAY-SCHOOL  OF  TO-DAY 


circular  letters  from  the  superintendent  of  the  depart- 
ment, or  from  the  minister  or  superintendent  of  the  main 
school,  are  helpful  to  the  same  end. 

Eeports  of  the  condition  of  the  work  of  the  department, 
and  the  results  of  its  work,  should  be  made  in  the  main 
school,  and  sent  to  members  quarterly  and  annually. 

Clubs  and  Organizations.  We  believe  thoroughly  in 
organizations  to  meet  every  young  person.  Our  aim 
should  be  the  entire  child.     We  are  concerned  with  the 


Department  Record  Book. 

social,  recreative,  and  mental  development.  A  school,  as 
we  have  said,  will  not  do  its  full  duty  unless  it  fits  the 
maturing  youth  for  his  proper  part  in  the  social  life 
around  him,  and  educates  him  into  a  broad  vision  of 
humanity.  All  learning  is  best  imparted  (or  better 
imbibed)  by  doing,  and  thus  social  and  recreational  cul- 
ture are  true  parts  of  the  modern  church.  All  the  clubs, 
societies,  etc.,  should  radiate  from  the  church  school,  not 
merely  centre  around  it.  This  connection  is  vital  and 
fundamental  to  the  true  ideal.  The  source  and  inspira- 
tion and  machinery  even  should  come  from  the  school, 
rather  than  from  the  parish.     This  point  is  worthy  of 


PLANS  THAT  WORK 


i59 


careful  consideration  and  its  principles  should  be  prac- 
tically pursued  to  the  conclusion. 

We  are  concerned  with  the  physical  and  hygienic 
development.  The  whole  man  and  nothing  less  can  be 
the  goal.  The  Church  is  assuredly  concerned  with  '^a 
sound  mind  in  a  sound  body."  Therefore  all  organiza- 
tions of  the  proper  sort  that  minister  to  the  physical  up- 


Disitor'e  (Sluarterl\>  H^eport 

TO  THE  HOME  DEPARTMENT  SUPERINTENDENT. 

N«>.  .(  V......      • 

OIHECTIONS. 

_     ..«.._„.     .t.— ;r;;-,j:^i„:s:„,       „...-  - 

,              '-■'   ■■ 

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lift  of  the  child,  especially  athletics,  gymnastics,  camps, 
summer  homes,  excursions,  and  ultimately  hospital  care, 
tuberculosis  classes,  hygiene,  sex  instruction,  etc.,  come 
within  its  purview.  In  a  word  ^Hhe  whole  child  for 
God  and  His  Church  "  is  the  only  adequate  aim. 

None  of  these  organizations  should  be  merely  attrac- 
tive. The  Church  has  no  money  nor  time  to  spend  on 
mere  attractions.  Everything  should  have  a  purpose. 
We  cannot  reiterate  this  point  too  often. 


i6o     THE  SUNDAY-SCHOOL  OF  TO-DAY 

Manual  Work.  "Manual  work"  means,  of  course, 
auytbing  done  with  the  hands.  In  this  broad  usage,  the 
term  includes  all  written  and  illustrative  work.  Technic- 
ally, however,  it  is  generally  confined  to-day  to  the  fol- 
lowing types  of  work,  which  are  briefly  summarized  aud 
described  below.  All  are  used  at  the  same  time,  syn- 
chronous, not  consecutive. 

The  general  divisions  are  :  I.  Illustrated  Book  Work. 
II.  Map-Making  in  Belief.  III.  Map-Making  in  the 
Flat.     IV.  Modelic  Work. 

I.  Illustrated  Booh  Worh.  There  are  four  grades  of 
illustrated  book  work  :  {a)  simple  picture  mounting  in 
blank  note-books  up  to  the  "beginning-reading  age," 
usually  about  eight  ;  (&)  picture  mounting  with  Bible 
passages,  clipped  from  old  Bibles,  to  ten  years  ;  (c)  pic- 
ture and  map  mounting,  with  short  written  summary  of 
the  theme  of  the  lesson,  to  the  age  of  twelve  ;  {d)  theses  or 
biographical  and  historical  chapters,  interspersed  with 
pictures,  illustrations,  and  maps  from  twelve  years  on  to 
and  including  adult  age. 

IL  Map-Maldng  in  Belief,  (a)  The  Kelmm  Belief 
Max^s  of  Egypt,  Palestine,  and  Boman  Emi)ire  may  be 
coloured  with  water  or  oil  colours,  (b)  The  sand  table 
map  may  be  used  in  all  grades.  Even  adults  delight  in 
it.  The  best  proportions  are  three  units  one  way  by  four 
the  other.  White  Bockaway  or  river  bottom  sand  or 
ground  glass  quartz  are  the  best  materials,  (c)  Paper 
pulp  (white,  gray  or  olive  green),  clay,  or  even  putty, 
can  be  molded.  Clay  does  not  dry  well,  but  is  used  on 
glass,  or  the  board  may  be  painted.  Pulp  is  the  best. 
The  maps  are  made  in  the  map  boards,  and  when  dry  are 
pried  off  with  a  broad  knife,  and  pasted  on  cardboard. 
They  may  be  coloured  as  desired  with  oil  colours,  water 
colours  (Diamond  Easter  Egg  Dyes)  or  Japanese  w^ater 
colours  on  cards.     The  mai)s  are  made  during  two  or 


PLANS  THAT  WORK  i6i 

three  Suuday-school  sessions,  in  a  separate  room,  under 
a  special  teacher,  who  takes  the  regular  teacher  and  the 
pupils  apart  for  this  work,  or  they  may  be  doue  outside 
of  school  hours,  some  afternoon  or  evening,  as  arranged. 
Much  time  is  saved,  as  the  Bible  events  and  history  are 
clinched  readily  by  these  maps,  and  Bible  geography  be- 
comes a  matter  of  certain  visualizing,  not  of  dead  rote 
memory,  to  say  nothing  of  vital  Interest. 

The  only  maps  needed  in  the  whole  course  are  :  (1)  In 
Old  Testament  history,  Palestine,  some  coloured  for  pre- 
Exodns  and  some  for  the  Conquest,  Solomon's  kingdom, 
and  subsequent  fortunes  of  Israel  and  Judah  ;  Effyjyt  and 
Sinai,  for  the  Exodus  ;  Mesopotamia,  for  the  Exiles.  (2) 
In  the  life  of  Christ,  Palestine,  with  New  Testament  divi- 
sions, and  Galilee,  showing  Esdraelon  for  the  Galilean 
ministry,  which  requires  more  space  to  outline  it.  (3)  In 
the  early  Christian  Church,  Eoman  Umpire  only,  for  St. 
Paul's  journeys.     Six  maps  in  all  are  essential. 

Plasticine  is  a  harmless,  and  practically  indestructible 
modelling  material  which  can  be  used  over  and  over  again. 
It  can  be  used  for  models  and  maps  of  all  kinds.  It 
is  always  ready  for  use  and  requires  no  water.  It  is 
cleaner  and  easier  to  handle  than  ordinary  clay,  and  does 
not  harden.  It  is  strongly  recommended  for  use  in  place 
of  clay,  especially  for  those  who  are  not  experienced  in 
the  methods  of  preparing  clay  for  use.  It  is  made  in  five 
colours, — gray,  red,  blue,  yellow  and  green.  It  costs  forty 
cents  a  pound. 

JTow  to  Use  Paper  Pulp.  Tear  the  pulp  into  pieces  and 
soak  it  thoroughly  in  hot  water  until  it  all  becomes  soft 
and  easily  worked.  If  a  little  paste  is  mixed  with  it,  the 
cohesive  qualities  will  be  improved.  Add  a  small  quan- 
tity of  powered  alum  to  the  paste.  Make  the  map  in  one 
of  the  map  boards,  using  the  pulp  rather  wet  and  fre- 
quently drying  it  with  a  sponge  while  molding.     It  re- 


i62     THE  SUNDAY-SCHOOL  OF  TO-DAY 

quires  a  great  deal  of  moldiug  and  pincliiug  to  keep  its 
form.  Wbeu  finished,  keep  the  map  iu  a  warm  j)lace 
until  nearly  dry,  when  it  can  be  loosened  from  the  board 
and  mounted  with  glue  on  a  pasteboard  back.  Next  the 
geographical  names  may  be  put  on,  and  then  the  maj)  is 
ready  to  be  coloured.  To  colour  these  maps  use  coloured 
crayons,  water  colours  or  dyes.  A  good  colour  scheme  is 
dark  green  for  below  sea  level ;  lighter  green  for  coast 
plain,  and  low  valleys  j  cream  for  foot-hills  under  five 
hundred  feet  in  height  ;  brown  for  higher  levels  ;  shad- 
ing darker  for  above  fifteen  hundred  feet  j  blue  for 
water. 

III.  Map-MaJdng  in  the  Flat.  The  historical  maps  of 
the  Littlefield,  Bailey,  Harison,  McKiuley,  and  Hodge 
Series  cover  every  possible  style,  price,  size  and  subject 
desired.  They  range  from  forty -five  cents  a  hundred  to 
ten  cents  a  piece.  In  general  we  would  recommend  the 
following  use,  running  parallel  with  the  relief  maps.  Use 
them  in  profusion,  letting  every  pupil  have  them,  using 
Crayola  crayons,  or  ordinary  lead-i)encils,  or,  if  the  work 
be  done  at  home,  water  or  oil  colours  can  be  employed. 

(a)  For  Old  Testament  History,  get  the  full  set  of  Little- 
field  maps  for  colouring  with  crayons.  There  are  fifteen 
in  the  set.  The  Bailey  maps,  especially  the  key  maps, 
are  valuable  for  rapid  line  marking  and  for  reviews  and 
''tests.^'  (5)  For  the  Life  of  Christ,  use  the  Littlefield 
Map  of  Palestine,  for  it  gives  Palestine  in  larger  form  ;  use 
Bailey  Esdraelou  for  Galilean  Ministry  ;  use  Bailey  key 
maps  for  places,  (c)  For  the  Apostolic  Church,  use  Little- 
field Map  for  Early  Ai^ostolic  Journeys  ;  use  Bailey  Eoman 
World  and  Key  Map  of  Eoman  World  for  St.  Paul's  Jour- 
neys. These  sets  of  maps  sell  by  the  tens  of  thousands 
and  are  the  very  best  avenues  of  interest  and  ''point  of 
contact"  yet  developed  in  Bible  study.  Note  carefully 
that  no  map  work  should  be  begun  before  the  age  of  ten 


PLANS  THAT  WORK  163 

or  eleven.     All  the  maps  are  sold  only  by  the  New  York 
Sunday-School  Commission. 

IV.  ModeliG  ^Yorli.  Models  are  essential  to  a  clear  un- 
derstanding to-day.  They  have  long  been  seen  in  the  day- 
school.  They  are  rapidly  coming  into  the  Sunday-school. 
Hundreds  of  dollars  are  being  spent  in  their  manufacture. 
Every  good  Sunday-school  is  putting  in  a  museum.  The 
list  is  constantly  being  enlarged.  Note  carefully  that 
some  models  can  be  used  at  all  ages,  some  only  after 
"historic  perception  "  has  developed.  Those  usable  be- 
fore ten  are  the  houses,  tent,  sheepfold,  well,  water-jar, 
lamp,  tomb,  and  water-bottle.  All  these  and  others  can 
be  used  for  all  ages  above  ten.  Some  of  them  combine 
splendidly  with  the  sand  table.  Under  models  would 
also  come  the  flowers  of  Palestine  and  stereoscopic  pic- 
tures, commonly  called  stereographs,  which  portray  real 
scenes  in  the  three  dimensions.  A  special  catalogue  of 
models  may  be  obtained  from  the  New  York  Commission. 

How  to  Win  Bad  Boys  and  Prevent  the  ''  Leak  at 
the  Top."  That  it  has  been  of  late  years  at  least  difficult 
to  retain  the  older  scholars  in  the  Sunday-school,  and 
especially  the  boys,  is  an  acknowledged  fact.  In  very 
few  schools  are  boys  over  fourteen  present  in  any  number, 
unless  perhaps  a  handful  used  as  secretaries  and  librarians. 
It  is  a  patent  fact  that  we  are  failing  with  boys  and  even 
girls,  after  the  confii-mation  age.  Nine-tenths  of  all  the 
pupils  in  the  school  are  under  fourteen,  while  in  days  of 
yore,  a  large  proportion  were  from  fourteeu  to  twenty. 

TF%  is  this  change  manifest  to-day,  and  what  are  the  reme- 
dies for  it  f  Can  it  be  overcome  ?  Here  are  some  sugges- 
tions of  practical  value. 

In  the  first  place,  we  believe  that  this  sad  condition  is 
due  to  the  following  causes,  although  it  is  probable  that 
the  list  is  not  exhaustive  ;  but  that  many  other  factors, 


1 64     THE  SUNDAY-SCHOOL  OF  TO-DAY 

particularly   active    iii    the   world    outside,     contribute 
largely  to  this  exodus. 

The  plan  of  the  Sunday-school  is  not  definite  enough, 
there  is  not  enough  progression  to  satisfy  eager  youth,  the 
burning  inquiries  and  questionings  of  the  period  of  inves- 
tigation and  "enlightenment"  are  not  met  and  answered, 
the  school  is  not  en  rapport  with  the  Zeitgeist  which  spells 
the  attitude  of  thoroughly  facing  and  settling  problems  ; 
in  a  word,  the  Sunday-school  does  not  ai:)peal  to  the  older 
pupil  as  an  institution  to  be  admired  and  sought,  but 
rather  as  behind  the  times  in  attitude,  thought,  and 
method. 

What  are  some  of  the  remedies^  practical  and  capable  of 
instant  introduction^  in  the  system  as  it  stands  to-day  f 

Definite  Progression.  Every  Sunday-school,  small  or 
large,  can  and  should  be  graded.  There  should  be  a  defi- 
nite and  manifest  progression  from  class  to  class,  from 
year  to  year.  This  should  extend  to  the  subject-matter, 
as  well  as  to  the  form  of  presentation,  or  the  questions 
asked.  Therefore,  it  can  only  come  by  introduction  of  a 
subject- graded  curriculum.  This  curriculum  should  be 
fully  comprehended  and  understood  as  a  scheme,  not  left 
hazy  and  indefinite,  known  only  to  the  superintendent. 
Every  teacher  and  every  scholar  should  have  it  tabulated 
in  print,  as  a  clear-cut  scheme,  so  that  scholars  and  par- 
ents, as  well  as  teachers,  may  see  just  where  in  the 
machinery  their  particular  class  wheel  is  revolving. 
Instinctively,  the  effect  of  publishing  such  a  scheme  (say 
on  little  cards  or  in  the  parish  paper)  is  to  attract  pupils 
onward,  step  by  step,  until  under  "step -psychology"  one 
is  impelled  to  complete  a  prescribed  course,  rather  than 
drop  out,  ere  it  be  traversed. 

A  Definite  Graduation,  Commencrment,  and  Diploma. 
This  graduates  pupils  out  the  front  door,  in  place  of  let- 
ting them  sneak  out  the  back  door,  by  merely  absenting 


PLANS  THAT  WORK  165 

themselves  from  Sunday-scliool.  It  i^uts  a  premium  on 
thorough  work,  ou  leaviug  with  honour,  on  keepiug  up 
the  required  studies  until  the  end,  and  it  especially  de- 
velops the  ''student  attitude,"  the  "  inquiring  attitude," 
as  Professor  Manny  terms  it.  It  places  the  church  school 
in  the  same  category,  in  the  student's  mind,  as  the  day- 
school.  It  fosters  the  love  of  study,  and  the  result  is  seen 
in  eager  thirst  for  religious  education  far  into  adult  life. 
Moreover,  graduation,  after  a  progressive  course  of  study, 
leads  to  post-graduate  work,  just  as  it  does  in  secular 
education,  so  that  a  graduation  lixed  at,  say  eighteen  years 
of  age,  invariably  means  that  by  that  period  the  "habit" 
is  fixed,  and  the  post-graduate  classes  carry  pupils  on  of 
themselves  until  twenty-one  or  twenty-two. 

JJse  Group  Work.  This  rule  grows  out  of  the  gang  in- 
stinct. Do  not  emphasize  individualism  with  pupils 
over  twelve  or  thirteen,  though  before  that  age  it  is  a 
strong  factor.  Let  the  scholars  now  forget  themselves  in 
the  good  of  the  whole  class.  For  example  have  a  class 
or  guild  note-book.  If  you  are  studyiug,  say  the  life  of 
Christ,  let  each  member  contribute  chapters  as  a  share 
in  a  biograj^hy  or  book  on  the  life  of  our  Lord,  writing 
one  each  in  rotation,  illustratiug  by  oue-cent  or  half-cent 
pictures,  obtainable  in  abundance,  iusertiug  maps,  or 
better  still  drawing  them  in  personally,  showing  our 
Lord's  journeys  in  order,  drawing  models  of  utensils  and 
objects  in  the  narrative,  and  finally  illuminating  the  cover, 
so  as  to  produce  a  book  worthy  of  exhibition,  at  an  exhi- 
bition of  school  work  held  in  connection  with  the  com- 
mencement. This  has  been  done  with  remarkable  success 
in  a  number  of  schools,  and  is  the  regular  procedure  of 
the  Y.  M.  C.  A.'s  who  deal  with  boys  of  just  this  age  and 
propensity. 

Let  the  Becitation  Hour  belong  to  the  Class  and  not  to  the 
Teacher.     This  means  let  the  members  run  the  hour,  and 


1 66     THE  SUNDA  Y-SCHOOL  OF  TO- DA  Y 

the  teacher  guide  it  merely.  To  be  sure  the  teacher  will 
have  to  "be  the  i^ower  behind,"  will  have  to  coach  indi- 
viduals with  contributions,  will  have  to  study  the  nature 
of  each  pupil  and  assign  to  each  a  special  share  of  work, 
to  be  furnished  as  a  cooperative  share  in  the  conference 
of  the  guild.  But  let  them  all  feel  that  it  is  their  plan, 
their  lesson,  their  suggestions  that  guide  its  lines,  and 
that  it  depends  upon  each  of  them  for  the  success.  The 
teacher's  voice  will  be  heard  but  little,  the  members  of 
the  guild  will  fairly  run  away  with  the  hour  in  their 
eagerness  to  turn  in  work. 

Suggest  Plenty  of  Manual  Work.  Our  youth  are  all  too 
eager  to  "do,"  while  we  have  been  continually  saying 
"don't"  in  Sunday-school.  Give  them  something  to  do. 
Usually  the  manual  lines  are  best  for  this  age,  because 
older  boys  and  girls  do  not  like  hard  study,  and  particu- 
larly disagreeable  memory  w^ork.  The  memory  is  slug- 
gish now  reasoning  is  developing.  Have  outline  maps 
to  be  filled  in  as  pupils  study  Bible  history,  especially  in 
the  location  of  cities  and  journeys.  Such  maps  abound 
and  are  very  cheap.  Have  relief  maps  to  be  coloured  or 
marked,  in  plain  or  coloured  crayons.  Encourage  the 
original  drawing  of  outline  or  water-colour  maps.  Never 
talk  about  a  Bible  place  without  locating  it,  so  that  all 
pupils  have  a  mental  i3icture  of  Palestine  or  the  Holy 
Land,  whenever  they  read  Holy  Writ.  Show  pictures 
of  places  and  representations  of  events.  Have  them 
mounted  perhaps  in  books.  Have  pencils  always  in 
evidence,  with  note-books  or  paper.  Get  lap-boards  of 
cheap  binder's  boards,  say  eighteen  inches  square  or 
rectangular,  and  give  one  to  each  scholar,  so  that  oppor- 
tunity will  not  be  lacking  for  note-taking,  essay-writing, 
theses,  etc.  Develop  research  at  home  or  in  the  library 
and  assign  research  questions.  Manual  work,  particu- 
larly map  and  constructive  work,  especially  appeals  to 


PLANS  THAT  WORK  167 

and  holds  the  ''bad  boy,"  for  he  is  almost  always  of 
the  motor  type,  as  opposed  to  the  reticeut  child,  who 
belongs  to  the  sensory  type.  He  is  a  lad  good  with  his 
hands  and  indifferent  with  his  brains,  good  at  manual 
work  and  poor  at  argument.  Give  him  something  to  do, 
and  his  "badness"  disappears.  In  fact  he  is  only  bad 
because  he  is  misunderstood  and  misused  or  abused. 

Fresent  Subjects  Differently  for  Boys  and  Girls.  Ways 
of  looking  at  things  and  consequently  modes  of  approach 
differ  in  the  sexes  after  adolescence  has  set  in.  In  the 
life  of  Christ,  present  the  Saviour  in  a  more  manly,  more 
heroic  type, — Christ  the  brave  hero  cleansing  the  temple, 
standing  for  civic  righteousness,  boldly  liftiug  His  voice 
against  wickedness  and  sin.  We  have  presented  our 
Lord  in  too  effeminate  a  way,  if  Ave  may  say  it,  hereto- 
fore. We  have  held  girls  and  lost  boys  in  consequence. 
In  the  Old  Testament,  emphasize  the  ethical  side.  Teach 
it  as  the  great  object-lesson  of  the  past,  presented  that  we 
may  learu  God's  dealings  with  the  history  of  the  present. 
Give  room  for  research  and  questioning.  Never  discour- 
age reverent  investigation.  Answer  all  doubts  fully, 
carefully,  honestly.  Never  omit  to  take  up  a  conclusion 
at  all  doubted,  and  see  that  it  is  threshed  out.  It  is  the 
age  of  doubt,  of  settling  one's  own  faith,  or  proving  the 
foundations  of  the  psychological  storm  and  stress.  It 
should  be  the  special  care  of  teachers  then  to  raise  and 
settle  the  burning  questions,  which  eager  reason  will 
surely  ask.  Never  fear  Truth.  Never  equivocate.  Ee- 
ligion  will  bear  investigation. 

Develop  and  Feed  Altruism.  It  is  the  age  of  the  rise  of 
the  altruistic  instincts, — brotherhood,  love,  work.  Youth 
wants  to  help  others.  Search  out  avenues  for  personal 
effort,  personal  endeavour,  personal  sacrifice,  personal 
giving.  Let  the  guild  help  in  definite  missionary  effort 
abroad,  in  definite  succour  and  relief  at  home,  in  personal 


i68     THE  SUNDAY-SCHOOL  OF  TO-DAY 

coutact  with  fellow  meu  ueediug  eleemosynary  or  spirit- 
ual aid,  in  cultivating  both  the  desire  and  the,  everlasting 
search  for  oi^portunities  for  social  and  personal  service, 
without  which  Christianity  is  meaningless  and  church 
activities  dead.  Then  as  our  youth  go  forth  on  graduation, 
they  join  at  once  the  "  Alumni  Association  "  or  step  into 
some  church  organization  as  a  matter  of  course,  which  all 
through  life  will  continue  to  provide  avenues  for  personal 
work  and  pecuniary  effort.  In  one  large  parish  the 
whole  Alumni  Association  is,  as  such,  the  Missionary 
Guild,  that  is  the  graduated  Sunday-school  at  work. 
This  is  how  to  hold  our  youth. 

Named  Classes.  All  educators  to-day  recognize  the 
rise  of  the  "  gang  instinct"  (though  it  is  unwise  to  ever 
call  it  by  that  undignified  title  before  the  pupils  of  that 
trying  period),  and  the  strong  part  it  plays  in  all  life, 
both  with  boys  and  girls,  during  the  adolescent  age. 
Here  we  wish  to  offer  some  suggestions  regarding  its 
installation  and  use  in  any  school. 

From  ten  years  on,  scholars  are  fond  of  something  to 
^'show,-'  some  button,  badge,  ribbon,  etc.  This  feeling 
grows,  until  it  reaches  a  crisis,  somewhere  in  the  teens, 
and  wanes  towards  seventeen  or  thereabout.  We  deprecate 
the  use  of  "reward  pins."  But  a  badge  is  decidedly 
different,  and  the  subsequent  effect,  ethically  and  practi- 
cally, is  beneficial,  rather  than  harmful.  The  moral  effect 
is  bracing,  encouraging,  developing  a  sense  of  brotherhood, 
kinship,  "standing  together  for  a  cause."  The  use  of 
class,  club,  society,  etc.,  badges  is  to  be  commended. 

From  ten  years  on,  in  some  schools,  and  with  some  chil- 
dren, and  from  twelve  years  on,  in  probably  all  schools, 
we  would  advocate  club  formation,  under  which  every 
class  is  organized  into  a  "club."  The  term  "club,"  as 
well  as  that  of  "society,"  seems  a  little  too  secular  for  the 


PLANS  THAT  WORK  169 

church  Sauday-school.  ''  Gaug,"  of  course,  willuot  do  at 
all.  We  suggest  "league"  for  all  boys'  classes  aud 
"guild  "  for  all  those  composed  of  girls.  Theu  name  the 
organizatiou.  We  suggest  types  of  names  below.  Select 
names  appropriate,  ethically,  and  adapted  to  age  and  sex 
of  the  members.  Have  the  names  mean  somethiug,  i.  e., 
be  "  a  name  to  live  by,"  live  up  to,  as  it  were,  the  hero  or 
ideal,  as  the  case  may  be.  Have  the  members  know  all 
they  can  find  out  about  the  name, — the  man,  the  woman, 
the  virtue,  as  it  may  be.  Let  the  suggestive  power  of  the 
significance  of  such  a  title  make  itself  felt,  and  uncon- 
sciously work  into  the  lives  of  the  members.  Select  a  club 
motto,  in  sympathetic  harmouy  with  the  name,  to  express 
the  ideal  concretely  in  a  rule  of  life. 

Then  have  the  members  organize,  elect  officers,  draw 
up  their  own  constitution,  by-laws,  etc.  When  they 
make  their  own  rules  of  class  conduct,  they  will  enforce 
them  faithfully.  Have  them  elect  one  member  as 
president,  one  secretary,  one  treasurer,  and  all  the  rest 
vice-presidents.  The  president  presides  at  each  session, 
not  the  regular  teacher,  who  is  merely  "director,"  the 
power  behind  the  throne.  The  secretary  marks  the 
records  of  all  sorts.  The  treasurer  marks  and  receives  the 
"  dues"  and  the  regular  class  offering.  Committees  are 
appointed  by  the  president  (and  voted  on  by  members)  to 
call  on  sick  or  absent  members,  bring  in  new  members, 
arrange  social  gatherings,  plan  for  a  weekly  or  monthly 
week-day  (or  night)  meetiug  for  additional  work  or  social 
meetings,  at  the  school  or  the  teacher's  home,  or  that  of 
some  other  member,  etc.  In  a  word,  the  class  is  self-gov- 
erned, after  the  manner  of  the  well-known  "school-city." 
Additional  gatherings,  beyond  those  of  the  weekly  session 
of  the  Suuday-school,  are  essential  to  the  realization  of 
the  club  idea  aud  the  effective  workiug  out  of  its  best 
results. 


lyo     THE  SUNDAY-SCHOOL  OF  TO-DAY 

The  selectiou  of  names  may  follow  one  of  the  several 
varying  lines,  any  one  of  which  is  good  j  but  we  should 
advise  that  the  "powers  that  be"  provide,  after  consulta- 
tion with  the  teachers'  council,  that  only  one  line  be 
followed  in  the  school,  %.  e.,  that  the  school  take  some  unit 
or  basis  of  organization,  so  that  the  suggestive  ideal  make 
itself  felt  more  strongly  throughout  the  entire  school  body. 
One  school  may  select  the  apostles  and  New  Testament 
saints,  another  may  take  Old  Testament  characters,  still 
another  the  noted  ante-Nicene  or  post-Nicene  fathers,  or 
the  mediaeval  saints,  or  modern  missionaries  (an  inspiring 
series,  which  will  do  more  to  iustil  missionary  motives 
into  the  school  than  any  other  method  known),  or  the 
bishops  of  the  American  Church,  or  virtues  of  suggestive 
import,  as  Fellowshij)  League,  Goodwill  League,  Baud 
of  Hope,  Help-ODC- Another  Guild,  Dare-to-Do-Eight 
League,  the  King's  Messengers,  the  Torch-bearers  of  the 
King  of  Kings,  etc.  Badges  and  buttons  can  be  made, 
quite  cheaply,  that  will  bear  such  titles.  Even  a  rib- 
bon, hand-painted  or  merely  typewritten  with  the  club 
name,  will  suffice,  where  money  is  scarce.  Nothing 
really  stands  in  the  way  of  such  organization,  even  in  the 
smallest  and  poorest  school.  Its  results  will  be  shown  at 
once. 

Private  Worship  by  the  Scholars,  and  Definite 
Training  Therein.  One  of  the  speakers  at  the  Boston 
gathering  held  in  the  interest  of  Sunday-schools,  during 
the  General  Convention  of  the  Episcopal  Church  in 
1904,  brought  out  the  point,  so  seldom  appreciated  in  our 
Sun  day -school  8,  of  the  necessity  for  the  practical  training 
of  the  children  in  the  practice  of  their  private  home  de- 
votions. It  is  a  startling  fact  which  any  Sunday-school 
teacher  can  quickly  prove  by  a  canvass  of  a  class,  that 
probably  not  more  than  one-fourth   of  all    children,  in 


PLANS  THAT  WORK  171 

our  city  Sunday-schools  at  least,  ''say  their  prayers" 
moruiDg  and  evening  at  home  ;  and  not  more  than  one- 
half  say  them  at  night.  It  has  been  too  much  taken  for 
granted  that  children  are  properly  taught  to  pray  by 
their  parents  at  home.  Those  who  are  accustomed  to  deal 
with  boys  and  girls,  who  have  passed  the  adolescent  period 
of  the  'teens,  are  again  and  again  startled  by  the  frank 
confession,  ''I  cannot  pray  myself.  I  have  never  been 
taught  how." 

What  does  all  our  Sunday-school  instruction  amount 
to  if  it  does  not  practically  "  function  "  in  right  habits  of 
devotion  %  If  all  our  religious  education  is  to  build  up 
proper  Christian  character,  just  as  our  church  services 
nourish  and  feed  our  characters  in  later  life,  it  is  our 
manifest  duty  to  see  that  every  child  is  brought  into  per- 
sonal contact  with  Jesus  Christ  by  a  systematic  training 
in  private  worship. 

How  can  this  be  done'?  The  teacher  is  not  at  the 
children's  homes  to  "hear  them  say  their  prayers"  night 
and  morning.  But  the  oiDportuuity  of  such  instruction 
can  be  made,  if  one  will,  even  during  the  brief  hour  at  our 
disposal  on  Sunday.  How  many  teachers  have  ever  even 
asked  the  members  of  their  class  whether  daily  prayers 
were  said  ?  How  many  have  the  faintest  idea  of  the 
spiritual  life  of  the  young  souls  committed  to  their  care  ? 
Sliould  not  such  inquiry  be  made?  And  cannot  the  sad 
neglect  of  parents  be  somewhat  overcome  by  the  earnest 
watch-care  and  advice  of  the  teacher  % 

It  would  seem  that,  even  with  the  young  infant  and 
primary  children.  Morning  and  Evening  Prayers  could  be 
taught  in  class,  together  with  Grace  at  Meals,  and  Entering 
and  Leaving  Prayers  for  Church.  Many  excellent  prayer 
cards  are  obtainable,  which  can  be  given  to  the  children 
to  take  home,  either  to  be  taught  by  their  parents  or 
learned  directly  by  the  children  themselves. 


172     THE  SUNDAY-SCHOOL  OF  TO-DAY 

I.     For  Kindergarten  and  Primary  Grades 

1.  A  card  on  one  side  of  which  are  Morniug  and 
Evening  Prayer  Hymns  from  the  Hymnal,  of  a  nature 
suited  to  Primary  children,  and  on  the  other  side  of 
which  appears  Dobsou's  Good  Shepherd.     (Icent  each.) 

2.  The  Lord's  Prayer,  in  plain  Gothic  type,  on  heavy 
cardboard,  with  a  suggestive  picture  of  Eeynold's  Child 
Samuel,  kneeling,  on  the  reverse  of  card.     (1  cent  each.) 

3.  A  smaller  card  with  the  Apostles'  Creed  and  Hoff- 
man's Christ  in  Gethsemane.     (1  cent  each.) 

Prayers  For  Very  Young  Children 

(To  be  taught  by  the  Mother  at  home,  until  the  Eighth  Year.     Tell  the  child  to  kneel 
and  repeat  after  the  Mother.) 

3forning   Prayers 
My  Father,  for  another  night 
Of  quiet  sleep  and  rest, 
/  For  all  the  joy  of  morning  light 

Thy  holy  name  be  blest. 

Whate'er  I  do,  things  great  or  small, 

Whate'er  I  speak  or  frame, 
Thy  glory  may  I  seek  in  all. 

Do  all  in  Jesus'  name. 

My  Father,  for  His  sake,  I  pray 

Thy  child  accept  and  bless  ; 
And  lead  me  by  Thy  grace  to-day 

In  paths  of  righteousness. 

(Then  repeat  the  Lord's  Prayer.) 

Evening  Prayers 
Now  I  lay  me  down  to  sleep, 
I  pray  Thee,  Lord,  my  soul  to  keep ; 
If  I  should  die  before  I  wake, 
I  pray  Thee,  Lord,  my  soul  to  take. 

Lord,  keep  us  safe  this  night. 
Secure  from  all  our  fears  ; 
May  angels  guard  us  while  we  sleep, 
Till  morning-light  appears. 

Forgive  me,  liOrd,  for  Thy  dear  Son, 
The  ills  that  I  this  day  have  done  ; 
That  with  the  world,  myself,  and  Thee. 
I,  ere  I  sleep,  at  peace  may  be. 

(Then  repeat  the  Lord's  Prayer.) 


PLANS  THAT  WORK  173 

II.     Foe  Grammar  Grades 

4.  A  card  with  Morniug  and  Eveniug  Prayers  for 
children,  Iroiii  nine  years  of  age  and  upward.  (1  cent 
each.) 

Prayers  For  Young  People 

Kneel  down  reverently,  each  Morning  and  Evening,  and  repeat  your 
Prayers  to  God  in  Heaven,  trying  to  think  carefully  juat  what  you  are 
saying. 

Morning  Prayers 

"Our  Father,  Who  art  in  Heaven,  Hallowed  be  Thy  Name.  Thy 
kingdom  come.  Thy  will  be  done  on  earth,  As  it  is  in  Heaven.  Give 
ua  this  day  our  daily  bread.  And  forgive  us  our  trespasses,  As  we 
forgive  those  who  trespass  against  us.  And  lead  us  not  into  tempta- 
tion ;  But  deliver  us  from  evil;  For  Thine  ia  the  kingdom,  and  the 
power,  and  the  glory,  for  ever  and  ever.     Amen." 

"  O  Lord,  our  heavenly  Father,  Almighty  and  everlasting  God,  Who 
hath  safely  brought  us  to  the  beginning  of  this  day ;  Defend  us  in  the 
same  with  Thy  mighty  power;  and  grant  that  this  day  we  fall  into  no 
sin,  neither  run  into  any  kind  of  danger  ;  but  that  all  our  doings,  be 
ing  ordered  by  Thy  governance,  may  be  righteous  in  Thy  sight ;  through 
Jesus  Christ  our  Lord.     Amen." 

"  O  Eternal  Father,  for  Thy  Son,  our  Lord  Jesus  Christ's  sake,  Send 
Thy  Holy  Spirit  upon  us,  that  we  may  please  Thee,  this  day  in  all  our 
thoughts,  words,  and  deeds,  and  never  leave  undone  what  Thou 
wouldst  have  us  do.     Amen." 

Then  say  your  own  Personal  Prayers  for  3fembers  of  your  I^amily  and 
their  Needs. 

"The  Grace  of  our  Lord  Jesus  Christ,  and  the  Love  of  God,  and  the 
Fellowship  of  the  Holy  Ghost  be  with  us  all  evermore.     Amen." 

Evening  Prayers 

"Our  Father,  Who  art  in  Heaven,  Hallowed  be  Thy  Name.  Thy 
kingdom  come.  Thy  will  be  done  on  earth.  As  it  is  in  Heaven.  Give 
us  this  day  our  daily  bread.  And  forgive  us  our  trespasses.  As  we  for- 
give those  who  trespass  against  us.  And  lead  us  not  into  temptation ; 
But  deliver  us  from  evil ;  For  Thine  is  the  kingdom,  and  the  power, 
and  the  glory,  for  ever  and  ever.     Amen." 


174     THE  SUNDAY-SCHOOL  OF  TO-DAY 

*  *  O  Lord  God,  of  Thy  Fatherly  goodness  and  mercy,  pardon  all  our 
offenses,  which  in  thought,  word,  or  deed,  we  have  this  day  committed 
against  Thee.  And  now,  Lord,  since  the  night  is  upon  us  and  we  are 
to  take  our  rest,  we  pray  Thee  lighten  our  eyes  that  we  sleep  not  in 
death.  Let  not  our  beds  prove  our  graves,  and  so  by  the  wings  of  Thy 
mercy  protect  us,  that  we  may  be  pre.served  from  all  the  terrors  of 
darkness,  and  that  we  may  awaken  to  bless  Thy  great  and  glorious 
Name,  and  study  to  serve  Thee  all  the  days  of  our  lives,  through  Jesus 
Christ,  our  Lord.     Amen." 

"Into  Thy  Hands,  I  commend  my  spirit,  for  Thou  hast  redeemed 
me,  O  Lord,  Thou  God  of  Truth." 

"  May  the  Almighty  and  most  Merciful  Lord,  the  Father,  the  Son, 
and  the  Holy  Ghost,  bless,  preserve,  and  keep  us,  now  and  forever- 
more.     Amen." 

Then  say  your  own  Personal  Prayers  for  Members  of  your  Family  and 
their  Needs. 

"  The  Grace  of  our  Lord  Jesus  Christ,  and  the  love  of  God,  and  the 
Fellowship  of  the  Holy  Ghost  be  with  us  all  evermore.     Amen." 

Grace  at  Bleals 
"  Bless,  O  God,  we  beseech  Thee,  this  food  to  our  use  and  us  to  Thy 
service.     Amen." 

Ill,     For  Senior  and  Adult  Grades 

5.  A  card  with  MorDiDg  and  Evening  Prayers  and 
Self-Examination  Questions  for  children  from  the  begin- 
ning of  adolescence,  twelve  years  of  age,  and  upward. 
(2  cents  each. ) 

3forning   Prayers 

When  you  are  dressed,  kneel  down  and  say  : 

"  Our  Father,  Who  art  in  Heaven.  Hallowed  be  Thy  Name.  Thy 
kingdom  come.  Thy  will  be  done  on  earth,  As  it  is  in  Heaven.  Give 
us  this  day  our  daily  bread.  And  forgive  us  our  trespasses.  As  we  for- 
give those  who  trespass  against  us.  And  lead  us  not  into  temptation, 
But  deliver  us  from  evil  :  For  Thine  is  the  kingdom,  and  the  power 
and  the  glory,  for  ever  and  ever.     Amen." 

**  I  thank  Thee  heavenly  Father  for  watching  over  me  this  past 
night.  Have  mercy  upon  me,  and  keep  me  to-day  from  all  harm  ; 
save  me  from  doing  wrong,  and  make  me  pure  and  clean,  in  thought, 
and  word,  and  deed." 


PLANS  THAT  WORK  175 

"  Bless  all  for  whom  I  ought  to  pray,  [my  father  and  mother :  brothers 
and  sisters^']  and  all  whom  I  l,ove.  Bless  the  Clergy  of  this  Parish,  and 
Thy  whole  Church.  Give  us  food  aud  clothing,  keep  us  in  good 
health,  help  us  iu  all  our  trials,  and  make  us  to  love  aud  serve  Thee 
better,  for  Jesus  Christ's  sake.     Amen." 

"Bless  and  keep  me,  O  Lord,  this  day  and  evermore  without  sin. 
Amen." 

Grace  at  Meals 
Before 
"  For  what  we  are  about  to  receive,  O  God,  make  us  truly  thankful, 
through  Jesus  Christ  our  Lord.     Amen." 

After 
"We  thank  Thee,  O  God,  for  these  and  all  Thy  mercies,  through 
Jesus  Christ  our  Lord.     Amen." 

Evening  Prayers 

Before  you  undress,  kneel  dotvn  and  say: 

"  Our  Father,  Who  art  in  Heaven.  Hallowed  be  Thy  Name.  Thy 
kingdom  come.  Thy  will  be  done  on  earth,  As  it  is  in  Heaven.  Give 
us  this  day  our  daily  bread.  And  forgive  us  our  trespasses,  As  we  for- 
give those  who  trespass  against  us.  And  lead  us  not  into  temptation, 
But  deliver  us  from  evil  :  For  Thine  is  the  kingdom,  and  the  power, 
and  the  glory,  for  ever  and  ever.     Amen." 

"I  thank  Thee,  Heavenly  Father,  for  keeping  me  safe  all  the  day 
long.     Make  me  grateful  for  Thy  many  mercies, 

"Lord,  show  me  how  I  have  sinned  against  Thee  to-day,  in  thought 
and  word  and  deed." 

Here  stop  and  ask  yourself  thoughtfully  these  questions  : 
Did  I  say  my  prayers  this  morning  ? 
Have  I  sworn,  or  used  bad  words  ? 
Have  I  disobeyed  my  parents  and  teachers? 
Have  I  been  angry,  or  impatient? 

Have  I  thought,  said,  or  done  anything  not  modest  and  pure? 
Have  I  cheated,  or  stolen  anything? 
Have  I  told  a  lie? 

Have  I  said  unkind  things  of  any  one? 
Have  I  been  lazy,  or  discontented  ? 
When   you   have  thus  learned  your  sins,  ask  God  to  forgive  them  as  foh 


176     THE  SUNDAY-SCHOOL  OF  TO-DAY 

"  I  coufess  to  Thee,  O  heavenly  Father,  that  I  have  siuued  against 
Thee.  [  Here  tell  God  your  sins.  ]  O  Lord,  I  am  sorry  for  the  wrongs 
I  have  done  ;  have  mercy  upon  me  and  forgive  me  these  and  all  my 
other  sins  which  I  do  not  now  remember.  And  help  me  henceforth  to 
love  and  serve  Thee  better,  for  Jesus  Christ's  sake." 

"  Bless  all  for  whom  I  ought  to  pray  [my  father  and  mother,  brothers 
and  sisters,^  and  all  whom  I  love,  and  any  who  have  done  me  harm. 
Bless  the  Clergy  of  this  Parish,  and  Thy  whole  Church.  Give  us 
peaceful  rest  this  night,  and  guard  us  from  all  evil.  Both  now  and 
when  we  sleep  in  death,  be  with  us  and  save  us,  good  Lord.     Amen." 

"  Bless  and  keep  me,  O  Lord,  this  night  and  evermore.     Amen." 

This  would  give  a  fully  graded  course  of  private  wor- 
ship, pedagogically  suited  to  each  stage  of  the  child's 
spiritual  development,  begiuniug  with  the  youngest 
kindergarten  child  and  running  up  to  adult  and  its  re- 
sponsibilities. By  that  time,  prayer  has  become  a  fixed 
habit,  never  likely  to  be  neglected.  It  is  a  practical 
training,  applicable  alike  to  the  smallest  country  or  the 
largest  city  school.  Hitherto  it  has  been  strangely  over- 
looked. 

Correlation  of  Sunday- School  and  Church  Attend- 
ance. Quite  a  number  of  parishes  have  to-day  adopted 
an  arrangement  which  bids  fair  to  revolutionize  the  Sun- 
day-school as  a  spiritual  feature  in  character  develop- 
ment. Far-seeing  pastors  are  realizing  the  imperative 
need  of  an  alteration,  or  rather  a  deviating  progress  from 
the  old  Sunday-school  principles  in  the  following  funda- 
mentals : 

(1)  The  change  of  the  Sunday-school  hour  from  noon 
or  afternoon  to  an  hour  and  a  half  before  morning  serv- 
ice. 

(2)  A  longer  Sunday-school  period,  giving  a  total 
session  of  an  hour  and  a  quarter,  and  consequently  a 
lesson  period  of  forty-five  minutes. 


PLANS  THAT  WORK  177 

(3)  The  required  attendance  of  all  scholars,  from  at 
least  the  primary  age  up,  at  church.  This  would  follow 
immediately  after  the  Sunday-school,  allowing  for  a  one- 
quarter  of  an  hour's  intermission  for  relaxation,  etc. 

(4)  A  longer  period  for  the  kindergarten  school, 
which  now  runs,  under  this  plan,  until  the  children  are 
dismissed  from  church. 

(^5)  The  personal  touch  of  their  pastor  through  a  five 
minute  address  each  Sunday. 

(6)  The  training  of  the  children  in  systematic  weekly 
offering  for  missions,  and  church  support. 

1.  The  mormng  Smiday-school  hour.  Not  only  is  the 
attention  the  best,  memory  the  strongest  and  most  atten- 
tive, but  the  interest  of  the  children  is  more  keen  if  the 
Sunday-school  be  held  at  a  morning  hour,  approximating 
the  time  of  the  usual  public  school  system.  Under  this 
system  the  scholars  and  teachers  give  their  best  atten- 
tion to  the  church  school,  which  accordingly  increases  in 
dignity  and  impressive  power,  and  is  regarded  by  the 
congregation  as  really  worth  while. 

Schools  that  have  made  the  change  invariably  cling  to 
it,  and  except  in  a  few  towns,  where  distances  are  great 
and  the  children  live  at  remote  homes,  it  is  found  that 
parents,  teachers,  and  scholars  alike  prefer  the  morning 
hour.  Even  those  who  drive  to  church  with  their  chil- 
dren and  have  been  accustomed  with  the  noon  hour  Sun- 
day-school, soon  find  that  the  change  is  one  that  is  readily 
accomplished,  and  often  their  interest  and  work  in  the 
Sunday-school  is  enlisted  in  this  way. 

2.  A  longer  Sunday-school  jyeriod.  The  universal  com- 
plaint has  been,  under  the  graded  system  of  the  Forward 
Movement,  that  the  skilled  teachers  find  the  Sunday- 
school  hour  too  short.  This  gives  opportunity  for  a  pro- 
longed session,  and  for  developing  proper  class  discussion. 
The  unskilled  teachers,    who  have,   consequently,    time 


1 78     THE  SUNDAY-SCHOOL  OF  TO-DAY 

haogiug  on  their  hands,  are  apt  to  brace  up  and  produce 
better  work.  The  good  teachers  are  more  thau  delighted 
at  the  opportunity  to  do  effective  service. 

3.  Church  attendance.  Under  this  new  plau  the  schol- 
ars march  uj)  into  church,  and  either  are  assigned  scat- 
tered pews,  or  are  in  a  section  by  themselves,  or  better 
still  are  taught  to  sit  in  the  family  i)ews,  with  their 
teachers.  The  whole  congregation  rises  to  the  impor- 
tance of  the  Sanday-school.  An  interest  in  childhood 
becomes  the  awakening  of  the  missionary  spirit  and  the 
entire  congregation  is  fired  with  a  zeal  and  an  interest  in 
God's  work  that  is  astounding.  Many  a  lethargic  con- 
gregation is  to-day  being  awakened  out  of  a  deadening 
sleep  of  complaisant  self-satisfaction  by  the  presence  of 
children.  Moreover  if  the  childhood  of  to-day  does  not 
learn  to  attend  church  services,  where  will  the  congrega- 
tion of  to-morrow  be  ?  Many  a  parish  is  dying  of  dry 
rot  because  it  administers  only  to  a  congregation  of 
adults.  The  cry  of  "empty  churches"  will  pass  away 
under  the  inspiring  presence  of  eager  childhood.     . 

^.  Longer  period  for  the  Mndergarten.  The  children 
attend  the  morning  service  up  to  the  hymn  before  the 
sermon,  from  half  to  three-quarters  of  an  hour  in  all. 
The  kindergarten  is  held  as  a  creche,  or  a  nursery  during 
this  period.  If  the  kindergarten  be  run  on  the  right 
principles,  with  occupations  and  exercises,  it  is  a  delight- 
ful, as  well  as  educational  pastime  for  the  children. 
The  older  scholars  can  then  meet  the  kindergarten  tots 
after  the  service  and  take  them  home.  If  necessary  to 
wait  for  adults,  the  kindergarten  period  can  be  still 
further  prolonged. 

5.  The  pastor^ s  address.  Pastors  are  to-day  giving  a 
five  minute  children's  sermon,  preceding  the  hymn 
before  the  main  sermon  to  the  adult  congregation  ;  not 
prolonging  the  service,  but  sharteBing  the  morning  ser- 


PLANS  THAT  WORK  179 

iiiou  by  five  miuutes.  As  a  matter  of  fact  it  is  usually 
found  that  the  congregation  appreciate  the  children's 
sermon  oftentimes  more  than  they  do  their  own.  This  is 
but  natural,  for  a  talk  to  childhood,  in  its  veiy  sympathy 
and  directness,  goes  right  to  the  heart  of  the  spiritual 
life.  The  most  consei'vative  congregation  will  show 
itself  delighted  with  this  innovation.  Even  if  they  do 
not,  the  x^astor's  duty  to  the  children  of  the  church  is  not 
lessened  by  the  opposition  of  the  adult  congregation. 

6.  Systematic  giving.  If  character  be  habit- formation, 
we  can  see  why  our  present  adult  congregations  are 
neither  generous  givers,  nor  interested  in  missions.  It  is 
because  they  were  brought  up  on  the  penny  in  the  Sun- 
day-school, the  penny  given  at  chance,  when  the  scholar 
was  present,  and  always  omitted  if  he  were  absent. 

The  duplex  envelope  system,  planned  for  systematic 
weekly  offerings,  on  the  one  side  "  for  ourselves,"  and  on 
the  other,  right-hand  side,  "for  others,''  begins  in  the 
right  way,  when  it  touches  childhood.  Many  Sunday- 
schools  now  supply  every  child  with  this  package  of  en- 
velopes, when  entering  the  school,  and  the  child  learns, 
by  training,  to  give  properly  to  God.  Under  these  new 
ideals  we  are  witnessing  a  revolution  in  the  Sunday- 
school  that  speaks  well  for  the  church  of  the  next  gen- 
eration. 

Reward  Systems :  Their  Ethical  and  Practical 
Values.  Do  we  advise  Sunday-schools  to  use  pins, 
prizes,  rewards,  bribes,  to  increase  and  sustain  attend- 
ance, conduct,  lesson  work,  etc.  ? 

The  New  York  Sunday-School  Commission  sells  reward 
pins.  They  wish  they  did  not  have  to  sell  them  ;  but 
they  must  sell  anything  on  the  market  that  the  schools 
demand.  Perhaps  some  teachers  fancy  they  approve  of 
their  use.     They  tell  all  who  consult  them  that  they  do 


i8o    THE  SUNDAY-SCHOOL  OF  TO-DAY 

not  approve  of  them.  They  tell  the  makers  so  frankly. 
Yet  they  sell,  and  we  fear  will  sell,  for  they  certainly  do 
prove  an  attractive  bait.  The  attendance  is  undoubtedly 
increased,— /or  a  time.     The  children  like  them. 

But  the  next  generation  will  suffer  from  our  lowered 
ideals.  In  fact,  the  children  of  to-day,  as  they  become 
adults,  will  be  tinged  by  Si^^  quid  pro  quo^^  conscience. 
The  churches  are  already  feeling  something  of  it  to-day, 
in  the  paid  pews,  church  fairs,  bazaars,  catch-penny  at- 
tractions used  as  bribes  to  induce  people  to  do  God's 
work  ;  their  privilege  rather  than  their  duty. 

What  does  the  day-school  say  of  their  value  f  Fitch,  the 
great  English  educator,  places  such  motives  at  the  very 
lowest  in  the  gamut,  and  states  that  they  have  clearly 
'^  an  element  of  selfishness  and  covetousness,"  such  as  we 
hope  the  Sunday-school  and  church  do  not  care  to  incul- 
cate. 

What  is  the  ethical  result  of  their  use  ?  Lowered  stand- 
ards, a  desire  for  bribery  to  do  right,  a  lack  of  backbone 
to  serve  either  God  or  the  home  or  the  state  or  the  civic 
community,  a  spirit  of  ''  get  and  graft''  if  we  dare  put  it 
so  plainly,  which  unconsciously,  perhaps,  is  sure  to  make 
itself  known  in  conduct. 

What  are  the  practical  results  f  A  leading  Sunday- 
school  organizer,  of  wide  note  and  broad  experience  with 
countless  schools,  told  the  writer  a  year  or  so  ago,  Sfjeak- 
ing  of  the  pin  craze,  that  he  found  that  almost  invariably 
"the  bottom  dropped  out  when  the  bribing  system  of 
rewards  stopped  for  any  reasou."  It  works  well  for  the 
time  on  the  surface.  So  does  "forcing"  plants  or  "fat- 
teniug"  animals.  But  "it  does  not  pay"  in  the  end, 
just  as  no  lower  motive  ever  does  pay. 

To  just  ivhat  kinds  of  rewards  does  this  condemnation  ap- 
ply ?  \Ye  should  roughly  classify  them  as  pins  based  on 
rewards  as  their  foundation,  all  ^yrizes  for  work,  attend- 


PLANS  THAT  WORK  i8i 

aiice,  etc.,  all  hrihes.  Many  maDufacturers  aud  publish- 
ers, whose  goods  are  listed  and  sold,  will  probably  ''dis- 
like us"  for  this  statement.  So  will  many  teachers  and 
superintendents. 

Wliat  similar  incentives  are  of  conunendaUe  value?  All 
reports,  which  are  notifications  of  work,  done  well  or  ill  ; 
all  certificates,  which  are  properly  accorded  for  ''  educa- 
tion received,"  etc.,  all  diplomas,  which  mark  gradua- 
tion or  completion  of  a  prescribed  course  ;  all  tokens  or 
gifts,  inexpensive  but  significant,  symbolic  of  the  gift  of 
the  Christ  Child  at  Christmas,  of  honour  and  esteem  to  a 
scholar,  teacher,  or  officers ;  all  badges,  pins,  ribbons, 
regalia  of  membership  in  an  organization,  be  it  church, 
Sunday-school,  class,  or  outside  of  all  these  ;  but  nothing 
that  exalts  self,  either  serving  for  reward  or  as  vaunting 
it  over  some  one  else  ;  all  such  are  to  be  commended. 
These  are  our  ideals. 

Making  the  Walls  ''  Talk."  It  would  be  of  unspeak- 
able value  if  our  clergy  and  superintendents  of  Sunday- 
schools  would  pay  visits  to  up-to-date  and  well-equipped 
public  schools.  They  would  come  away  with  a  proper 
realization  of  the  opportunity  their  churches  and  Sunday- 
schools  are  losing  in  not  affording  object  lessons  in  art, 
in  architecture,  in  the  Bible,  in  Palestine,  in  religion, 
and  most  of  all  in  ideals  ;  and  on  the  other  hand,  what  a 
negatively  depressing  and  deteriorating  effect  bare, 
gloomy,  unfurnished  walls  and  rooms  are  constantly 
producing  upon  actively  growing  and  receptive  young 
minds. 

Miss  Harrison,  the  great  Cliicago  kindergartner,  in 
her  entrancing  and  soul -stirring  volume,  entitled  ''Some 
Silent  Teachers,"  sounds  a  warning  as  to  the  potent  in- 
fluence of  environment,  even  the  action  of  colours  being 
most  significant  aud  telling.     As  thoughtful  teachers  of 


i82     THE  SUNDAY-SCHOOL  OF  TO-DAY 

youth  we  cannot  afford  to  ''care  for  none  of  these 
things."  Everything  counts  with  us,  for  everything 
counts  in  the  future  of  the  child  God  has  committed  to 
our  fostering  care. 

Make  "the  walls  talk.'^  Fill  them  not  only  with  in- 
spiring colours,  avoiding  discords  and  colours  of  in- 
jurious effect;  but  especially  make  them  of  "positive'^ 
value.  Get  the  several  charts  of  the  Decalogue,  Lord's 
Prayer,  Creed,  First  and  Twenty-third  Psalms,  Beati- 
tudes, Books  of  Bible,  stencilled  hymns,  maps  galore 
(several  kinds  and  epochs),  charts,  and  above  all  religious 
pictures.  It  is  seldom  that  we  have  demand  for  large, 
high-class  religious  pictures.  They  cost  from  five  to 
twenty-five  dollars  each,  without  the  addition  of  the 
necessary  frame.  They  count  for  far  more  than  the  cheap 
ones  in  the  end,  although  pictures  of  good  size  can  be 
bought  for  thirty-five  cents,  seventy-five  cents,  one 
dollar  and  twenty-five  cents  and  four  dollars  and  fifty 
cents.  But  the  better  pictures  exert  a  higher  ultimate 
influence,  for  they  create  lofty  ideals  for  the  best. 

There  are  two  ways  of  securing  them,  {a)  Get  individ- 
uals or  the  Sunday-school  fund  to  give  them.  (6)  Get 
single  classes  to  work  for  the  money  needful  for  a  pic- 
ture, one  for  each  class,  until  there  are  as  many  pictures 
as  classes,  and  each  class  coming  up  each  year  from  the 
primary  grades  works  to  add  one  more  picture  to  the  walls. 
Thus  democratic  cooperation  and  interest  are  fostered  in 
the  school. 

The  Stereopticon  Lantern  in  the  Sunday-School. 
"Every  Sunday-school,  no  matter  how  small  or  how 
poor,  can  have  a  stereopticon  lantern  to-day."  This 
could  not  have  been  written  ten  years  ago,  at  least  truth- 
fully ;  but  times  have  changed, — and  conditions.  This  is 
a  section  on  information  merely,  about  the  use  of  the 


PLAXS  THAT  IVORK  183 

lantern.  We  have  already  dilated  upon  the  value  of  the 
eye-gate.  This,  we  consider,  is  acknowledged.  The 
lantern  has  been  perfe(?ted  and  cheapened  to  such  an  ex- 
tent that  we  have  attained  a  new  era  with  it. 

Lanterns  can  be  used  with  many  illuminants.  In  order 
of  inferior  power,  they  range  from  oil,  through  incandes- 
cent electricity,  acetylene,  white  light,  "Schwan,"  elec- 
tricity, olylith,  oxy-hydrogen,  and  arc  light,  ranging 
from  fifty  caudle-power  np  to  twenty-five  hundred.  The 
cheapest,  the  best,  and  undoubtedly  the  one  to  be  chosen  in 
the  end,  is  the  arc  lamp,  for  a  permanent  place,  i.  e.,  for 
installation  in  a  church,  chapel,  or  Sunday-school  room  or 
rooms,  when  the  lantern  is  not  used  by  an  operator  who 
has  to  travel  from  place  to  place  with  uncertain  arrange- 
ments for  a  lecture.  But  in  some  instances,  electricity  is 
not  obtainable  in  a  few  towns  or  streets.  The  price  of 
complete  outfits  ranges  from  only  twenty-five  dollars  to 
two  hundred  and  fifty  dollars,  according  to  lantern, 
lenses,  distance,  and  grade  of  material.  Often  a  cheap 
lantern  will  give  as  good  results,  both  in  durability,  size 
of  picture,  operating,  etc.,  as  the  most  expensive.  The 
average  cost  of  arc  light,  once  a  lantern  is  in  use,  is  less 
than  twenty-five  cents  an  hour. 

The  stereopticon  should  be  used  in  the  church  and 
school  in  three  ways. 

1.  Where  electricitij  is  installed  and  the  schoolroom  win- 
dows can  he  darkened  iclth  heavy  green  shades.  It  is  wise  to 
own  sets  of  slides,  covering  the  Bible  entire,  and  show 
four  or  five  for  ten  minutes  at  the  close  of  each  Sunday- 
school  session,  until  in  time  the  whole  Bible  has  been 
covered  in  sequence.  This  reviews  lessons  for  some,  fore- 
casts lessons  for  others,  and  ''fixes"  the  Bible  in  a  way 
that  will  never  pass  from  the  memory.  Many  schools 
find  this  plan  works  well. 

2.  One  evenmg  lecture  each  month,   open  to  the  whole 


1 84     THE  SUNDAY-SCHOOL  OF  TO-DAY 

school  and  the  XKirents  and  friends,  covering  the  Bible, 
missions,  church  history,  making  of  the  Bible,  hymns, 
catechism,  etc.  A  varied  and  helpful  instruction  is  at 
hand.  The  New  York  Commission  Suj)ply  Department 
has  spent  several  thousand  dollars  and  has  had  a  splendid 
series  of  most  interesting  typewritten  lectures  iDrejDared, 
covering  a  vast  assortment  of  subjects.  These  sets  can  be 
rented.  Slides  can  also  be  purchased  outright  on  any  of 
these  topics.  Hymns,  prayers,  services,  etc.,  are  also 
made  up  into  slides.  The  series  on  our  mission  fields  are 
a  most  necessary  part  of  proper  Christian  instruction, 
and  are  covered  in  no  other  way. 

3.  In  church  services.  The  complaint  has  been  made 
that  children  do  not  come  to  church.  Many  churches 
have  an  illustrated  sermon  on  Sunday  or  Wednesday 
nights,  with  crowded  congregations,  two  thirds  of  which 
are  children.  Some  have  them  every  Sunday  night,  some 
once  a  month.  In  some,  evening  prayer  is  said,  and  dur- 
ing hymns  before  and  after  the  sermon  (which  is  preached 
from  the  pulpit  from  the  tyi^ewritten  sheets  sent)  the 
screen  is  made  ready.  Some,  again,  have  evening  prayer, 
or  litany,  or  the  complete  service,  or  the  litany  or  inter- 
cession for  missions,  thrown  on  tlie  screen,  with  slides,  as 
well  as  the  illustrated  sermon.  The  univeisal  testimony 
is  that  the  result  is  dignified,  reverent,  and  not  only  in- 
creases the  attendance  most  markedly,  but  instructs  and 
helps  them  in  a  way  that  mere  verbal  sermonizing  never 
can  or  will. 

This  matter  is  an  important  one  for  the  Sunday-school 
and  is  well  worthy  of  careful  consideration. 

The  simplicity  and  ease  of  operation  of  an  electric  lan- 
tern is  seldom  realized.  ^^  Any  child  can  work  it  well'^ 
is  literally  true.  Any  good  arc  light,  twenty-five  hun- 
dred caudle-power,  one  hundred  and  ten  volts,  electric 
lantern  is  so  safe  to-day,  so  simjile,  so  readily  set  up,  ar- 


PLANS  THAT  WORK  185 

ranged,  and  run,  that  there  is  absolutely  no  difficulty  or 
danger  in  operation  and  in  every  parish  some  young  man, 
or  even  the  minister's  wife  (that  much  overworked  per- 
sonage), will  find  enjoyment  in  running  it.  The  man  who 
lectures,  standing  next  to  the  screen  and  seeing  only  a 
blur  before  him,  from  too  close  proximity  to  the  picture, 
is  the  only  individual  to  be  pitied. 

Examinations.  Thorndike  says:  *'No  matter  how 
carefully  one  tries  to  follow  the  right  principles  of  teach- 
ing, how  ingeniously  one  selects  and  how  adroitly  one 
arranges  stimuli,  it  is  advisable  to  test  the  result  of  one's 
effort,  to  make  sure  that  the  knowledge  or  power  or 
tendency  expected  has  really  been  acquired.  Just  as  the 
scientist,  though  he  has  made  his  facts  as  accurate  and  his 
argument  as  logical  as  he  can,  still  remains  unsatisfied 
until  he  verifies  his  conclusion  by  testing  it  with  new 
facts,  so  the  teacher,  after  planning  and  executing  a  piece, 
of  work  as  well  as  he  can,  must  '  verify '  his  teaching  by 
direct  tests  of  its  results  and  must  consider  uncertain  any 
result  that  he  cannot  thus  verify. 

"  Testing  the  results  of  one's  teaching  is  useful  not  only 
because  it  gives  a  basis  for  improvements  in  one's  methods, 
but  also  because  it  is  one  chief  means  of  gaining  knowl- 
edge of  the  mental  content  and  special  capacities  of 
individuals.  In  applying  the  principle  of  apperception 
a  teacher  is  constantly  led  to  test  the  results  of  knowledge 
previously  given  as  a  preliminary  to  giving  more.  For 
the  main  thing  in  fitting  stimuli  to  the  mental  make-up  of 
pupils  is  not  a  host  of  ready-made  devices  to  secure  the 
cooperation  of  x^revious  experience  ;  it  is  rather  constant 
readiness  in  testing  for  the  presence  of  the  essentials,  in 
diagnosing  the  exact  result  of  previous  lessons. 

''  Testing  the  results  of  teaching  is  useful  to  the  class  as 
well  as  to  the  teacher,  and  to  the  class  directly  as  well  as 


1 86     THE  SUNDAY-SCHOOL  OF  TO-DAY 

indirectly  througli  the  betterment  of  future  steps  in  teach- 
ing. Any  scholar  needs  to  know  that  he  knows  as  well 
as  to  merely  know  ;  to  be  ignorant,  and  know  that  you 
are  so,  is  far  more  promising  than  to  be  ignorant  and  not 
know  it.  By  expression  and  use,  new  ideas  and  habits 
get  a  double  value  ;  boys  and  girls  in  school  need  to  know 
what  progress  their  eiforts  have  achieved  and  to  guide 
their  efforts  by  objective  facts  as  well  as  by  their  own 
sense  of  i^rogress. 

''The  principle  is  indeed  easy,  but  its  successful,  con- 
crete application  requires  both  a  high  degree  of  capacity 
for  insight  into  the  facts  of  child  life  and  thorough  train- 
ing. The  principle  is  simply  :  to  know  whether  any  one 
has  given  a  mental  state,  see  if  he  can  use  it ;  to  know 
whether  any  one  will  make  a  given  response  to  a  certain 
situation,  put  him  in  the  situation  arranged  so  that  re- 
sponse and  that  response  alone  will  produce  a  certain 
result,  and  see  if  that  result  is  produced.  The  test  for 
both  mental  states  and  mental  connections  is  appropriate 
action.'^ 

Examination  Days.  Examination  days  should  be  com- 
pulsory, just  as  in  day-school,  and  reports  sent  home  to 
the  parents.  Children  should  be  promoted  strictly  in  ac- 
cordance with  the  results,  and  no  favouritism  should  be 
shown.  If  good  reason  be  shown  for  failure  to  pass,  the 
child  might  be  "  couditioned,"  and  permitted  to  go  on, 
with  that  subject  as  an  extra  to  be  passed  off  later  ;  and 
this  passing  should  be  adhered  to  most  emphatically.  If 
a  scholar  be  ready  to  pass  off  a  condition,  that  examiiia^ 
tion  could  be  held  at  any  time,  and  not  on  examination 
days.  In  schools  with  a  graded  curriculum,  it  will  be 
found,  as  each  class  is  thus  able  to  go  on  at  its  own 
proper  rate  of  study,  classes  will  complete  a  course  ahead 
of  examination  day.     It  should  then  have  a  special  ex- 


PLANS  THAT  WORK  187 

amination,  as  iu  common  school  work.  Catechism  ex- 
aminations may  be  held  at  any  time,  the  pupil  reciting 
first  to  tne  teacher  privately,  and  then  to  the  examining 
committee.  The  written  examinations  should  be  strict 
and  impartial.  Fifteen  questions  are  a  good  number  to 
assign,  on  printed  or  hektographed  sheets,  and  the  choice 
of  any  ten  questions  allowed.  Care  should  be  had  to  re- 
move all  temptations  to  cheating  for  even  in  Sunday-school 
bad  examples  are  contagious.  Teachers,  even,  are  care- 
less about  giving  help.  High  moral  aims  should  be 
fostered. 

The  usual  plan  is  to  place  the  passing  grade  at  seventy 
per  cent,  on  the  examination,  which  on  a  basis  of  ten 
questions  out  of  fifteen  is  very  low.  This  examination 
grade  is  then  required  for  a  certificate,  and  seventy  per 
cent,  on  the  term  grade  allowed  for  promotion,  although 
in  time,  after  the  habit  of  taking  examinations  has  been 
fully  formed,  so  that  all  the  scholars  appear  on  examina- 
tion day,  the  examination  grade  alone  may  be  inserted  in 
the  matter  of  promotion.  One  has  to  be  a  little  lenient 
with  a  school  on  the  introduction  of  this  system. 


Yin 

SUMMEE  HAND-GEIPS  IJST  THE  SUNDAY-SCHOOL 

WORLD— HOW  NOT  TO  LOSE  TOUCH  WITH 

THE  SCHOLARS  DURING  VACATION 

EVERY  Suuday-scliool  is  not  an  ^'evergreen 
school,"  and  properly  so.  An  ^^  evergreen 
school"  is  one  that  is  so  termed  in  Sunday- 
school  parlance  because  it  keeps  open  its  sessions  all  the 
year  around.  In  a  few  localities  this  is  advisable.  In 
the  vast  majority  of  centres,  as  customs  prevail  to-day,  it 
is  not. 

Summer  time,  with  its  depressing  heat,  its  alluring 
country  scenery,  its  vacation  spirit,  its  ever-increasing 
'*  week-ends"  of  mountain  and  seashore,  its  de-spiritual- 
izing Sunday  excursions,  open-air  concerts,  golf,  base- 
ball, and  auto-riding,  presents  counter  influences  that 
bank  strongly  against  the  Sunday-school  and  its  sessions. 
The  summer  period  in  the  vast  majority  of  schools  undoes 
in  three  months  much  of  the  spiritual  upbuilding  that 
has  beeu  reared  during  the  j^receding  nine  months. 
Church,  holy  communion,  Sunday-school,  Bible  reading, 
and  even  private  prayers,  are  frequently  totally  laid 
aside  when  ^'  vacation  "  begins,  and  in  their  places  come 
the  insidious' atmosphere — non-spiritual,  unspiritual,  and 
ofttimes  anti-spiritual  and  godless — of  ease  and  pleasure, 
of  recreation  and  relaxation,  and,  to  our  shame  as  Chris- 
tians, not  infrequently  the  pleasures  that  partake  of  the 
borderland  of  sin.  One  need  but  visit  any  seaside  or 
river  or  mountain  resort  on  a  summer  Sunday  to  realize 
this  danger.  The  average  Sunday-school  finds  its  ranks 
depleted  about  one-quarter  in  membership  at  the  autumn 

188 


SUMMER  HAND-GRIPS  189 

session — indiffereuce,  coldness  and  lethargy  proving  the 
obstacle  to  Christian  living  in  by  far  the  majority  of  cases. 
The  fires  have  not  been  kept  alive  during  the  summer 
drifting.  Some  of  these  backsliders  never  return  to  the 
fold.  Some  pull  themselves  sternly  together,  as  it  were, 
and  resume  nurmal  Christian  activity.  At  best,  it  takes 
a  month  or  so  to  restore  the  si3iritual  "  tone  "  of  the  com- 
munity and  the  individuals  comprising  it.  How  can  we 
remedy  all  this!  There  are  several  helpful  plans,  all 
more  or  less  adaptable  to  particular  localities. 

Let  us  fraukly  recognize  that  there  must  be  two  types 
of  schools,  ranked  not  so  much  according  to  geographical 
locality,  nor  confined  solely  to  large  cities  and  country 
towns  in  demarcation,  nor  to  social  classes,  although  all 
of  these  factors  enter  in  in  the  settlement  of  the  results. 
It  is  purely  a  question  of  the  success  of  a  summer  session 
as  compared  with  a  summer  vacation  and  the  use  of  other 
means  to  preserve  the  intensity  of  the  spiritual  life.  For, 
whichever  plan  we  adopt,  we  must  see  to  it,  in  duty  to 
God  and  His  Church,  that  some  means  are  taken  to  avoid 
this  drift.  Generally  speaking,  schools  located  in  the 
country,  or  possessing  an  influx  of  summer  visitors,  or 
composed  of  humbler  social  ranks  who  do  not  absent 
themselves  from  the  home  town  on  long  vacation,  or  any 
combination  of  these  rather  fortunate  elements,  can  re- 
main ox)en  and  "evergreen"  with  success.  Those  in 
which  the  reverse  of  such  conditions  obtain  do  better  to 
close.  We  are  inclined  to  think  that  the  great  majority 
of  all  schools  do  well  to  close  a  month  or  more,  and  that 
the  autumn  work  is  taken  up  with  better  zest  by  both 
teachers  and  pupils  if  a  short  vacation  be  the  rule,  even 
in  the  schools  of  the  former  class. 

On  the  presumption  that  some  study  will  prevail  dur- 
ing the  summer,  we  venture  to  commend  the  following 
workable  and  well-tried  plans  : 


I90     THE  SUNDAY-SCHOOL  OF  TO-DAY 

I.  A  Special  Summer  Session,  with  Short  Courses  of 
its  Own.  Under  the  most  favourable  couditious,  the  roster 
of  the  summer  session  is  certain  to  be  smaller  than  that 
of  the  winter.  Even  with  a  locality  that  enjoys  an  influx 
of  visitors,  many  of  the  local  families  go  away  for  change 
and  vacation  elsewhere.  The  summer  course  should  be 
separate  and  distinct,  and  not  break  the  continuity  of 
regular,  historical,  sequential  Bible  study  as  pursued  in 
the  regular  session.  Again,  these  short  summer  courses 
should  be  graded.  To-day  grading  is  taken  for  granted. 
All  the  publishers  of  graded  lessons  now  set  forth  such 
summer  courses.  The  Commission  Series  has  a  specially 
prepared,  graded  list  of  source-method  text-books.  The 
Graded  Series  of  the  Joint  Diocesan  Lessons  has  a  first- 
rate  summer  set  of  topics.  The  new  Graded  Syndicate 
Lessons  have  a  remarkable  summer  quarter  of  extra- 
Biblical  lessons.  The  Bible  Study  Series  includes  quar- 
terlies suitable  for  a  summer  course.  Where  a  summer 
school,  numbering,  say  one-half  the  winter  school,  can  be 
assembled,  we  would  certainly  advise  its  continuance. 

II.  A  Summer  Assemblage  with  Addresses  to  the 
Whole  School.  Often  the  problem  of  sufficient  teachers 
to  conduct  classes,  even  though  they  be  larger  than  usual  in 
size,  forces  the  situation.  Many  very  successful  summer 
schools,  even  in  large  cities  like  New  York,  are  kept  in 
active  operation  all  through  the  hottest  Sundays,  gather- 
ing for  a  short  service  of  fifteen  minutes,  with  a  brief 
lesson  or  address  on  some  Bible  story,  or  on  the  Catechism, 
or  Christian  Year,  or  Prayer  Book,  or  even  some  so-called 
secular  ''story,"  such  as  can  be  found  in  that  practically 
helpful  book,  ''Glimpses  through  Life's  Windows,"  by 
J.  E.  Miller.  This  style  of  session  also  provides  abundant 
opportunity  for  catecliising,  so  frequently  necessarily 
emitted  from  the  winter  sessions  for  lack  of  time. 


SUMMER  HAND-^GRIPS  191 

III.  Home  Study  Each  Week,  with  School  Credits. 
Why  not  organize  the  winter  school  at  vacation  time  into 
a  Home  Department  SchooH  It  can  be  accomi^lished 
readily,  if  enthusiastic  cooperation  be  the  spirit  of  the 
school  and  its  teachers.  Give  each  pupil  a  text-book 
suited  to  his  grade,  following  a  graded  curriculum.  Use 
a  text-book  built  for  personal  Bible  study  and  written  an- 
swer work.  Arrange  to  give  full  credit  for  every  book  re- 
turned in  the  autumn  fully  and  correctly  filled  up.  Ask 
that  one  lesson  be  studied  and  prepared  each  week,  not 
all  together  at  the  end.  The  vast  majority  of  pupils  will 
eagerly  acquiesce  in  this  plan.  By  it,  not  only  is  knowledge 
thus  being  secured  and  the  school  course  pursued  better, 
but  God's  Word  is  winning  its  spiritual  message  of  up- 
lift and  inspiration  in  a  manner  that  through  its  quiet,  un- 
distracted  perusal  in  the  home,  will  in  more  than  a  single 
instance  keep  a  soul  from  summer's  sinful  allurements. 

IV.  Vacation  Credits  in  Other  Schools.  It  is  quite 
a  custom  among  many  Christian  bodies  for  children  to 
habitually  attend  Sunday-school  in  any  summer  resort 
where  they  chance  to  spend  vacation,  bring  a  vacation 
school  attendance  card,  with  credit  noted,  and  even  their 
extra  summer  offerings  for  the  home  school.  Inquire  of 
children  whose  families  spend  vacation  out  of  town  and 
learn  if  there  be  not  a  summer  school  session  in  the 
resort.  If  there  be,  arrange  to  give  credit  in  the  home 
school,  and  temporarily  transfer  the  pupil,  notifying  the 
summer  minister.  Of  course,  this  entails  considerable 
clerical  work;  but  what  are  school  secretaries  for?  Give 
secretaries  plenty  of  work.  The  more  they  have,  the 
more  they  will  appreciate  God's  service.  The  same 
advice  as  to  vacation  attendance  applies  to  the  summer 
resort  school  and  its  secretary,  who  should  seek  out  and 
encourage  such  attendance. 


192     THE  SUNDA  Y-SCHOOL  OF  TO-DA  Y 

V.  Daily  Bible  Readers'  League.  In  addition  to  all 
these  safeguards  and  positive  i)ro visions,  there  is  a  step 
of  personal  upbuilding  that  is  too  seldom  cultivated. 
Why  should  not  a  card  be  sent  through  the  school  that 
closes  for  the  summer,  seeking  to  pledge  each  member 
daily  to  read  and  meditate  upon  God's  message  to  him- 
self in  the  Bible  text  %  Many  will  respond,  and  as  much 
be  gleaned  in  the  way  of  knowledge  and  probably  much 
more  in  the  way  of  spiritual  help  than  would  ensue  from 
the  regular  school  sessions  during  the  summer.  It  is  well 
worth  the  trial. 

But  there  are  still  other  lines  of  spiritual  uplift, 
hand- grips  to  prevent  lowered  spiritual  vitality,  that  can 
well  be  used. 

VI.  Pledges  to  Weekly  Attendance  at  Church  Serv- 
ice. It  is  seldom  that  services  are  discontinued  during 
the  vacation  period.  Usually  there  will  be  found,  both  at 
the  home  church  and  the  summer  resort,  a  church  with 
both  morning  and  evening  service.  Get  the  pupils 
to  sign  a  pledge  card,  previous  to  the  disbanding  of 
the  school,  agreeing  to  attend  at  least  one  service  each 
Lord^s  Day,  either  Holy  Communion  or  morning  or  even- 
ing prayer.  It  will  keep  the  soul  keen  to  spiritual  im- 
pressions, keep  the  edge,  as  it  were,  to  the  conscience, 
and  protect  by  divine  power  from  many  and  many  a 
subtle,  lowering  temptation,  which  in  the  day  of  summer 
laxity  is  all  too  strongly  needed.  We  have  not  dis- 
charged our  duty  as  overseers  of  the  flock  of  Christ  unless 
we  grasp  every  available  precaution  to  prevent  a  de- 
preciation of  moral  tone  or  a  lapsing  and  drifting  from 
the  high  standards  recognized  as  the  norm  during  the 
winter.     Summer  heat  does  not  excuse  summer  sin. 

Every  possible  incentive  that  reminds  the  young  of  the 
Sunday-school  and  its  teachings,  even  though,  in  them- 


SUMMER  HAND-GRIPS  I93 

selves,  tliey  be  purely  social  aud  recreative,  slioald  be 
undertaken  by  the  school  aud  the  teachers.  Here  are  a 
few  samples  : 

VII.  An  Annual  Sunday- School  Excursion.  The 
method  aud  place  of  such  excursions  naturally  vary  with 
locality  aud  social  make-up  of  the  school ;  but  the  idea  is 
a  good  one.  There  are,  however,  excursions  and  excur- 
sions. It  all  depends  upon  the  "tone"  interjected,  or, 
better,  interwoven  naturally,  with  the  excursion.  Ath- 
letic contests,  gymkaua  sports,  baseball  games,  etc.,  are 
all  uplifting,  and  cultivate  interest  and  cooperation. 
Often  a  short  service  is  held  at  the  church  in  the  morn- 
ing, preceding  the  embarkation,  to  consecrate  the  day  to 
God' s  glory.  This  sets  a  splendid  psychological  example, 
preaching  the  sermon  tJiat  all  our  pleasures  and  sports 
should  be  ever  such  as  make  for  the  glory  of  God  and 
His  world. 

Similar  to  the  excursion,  and  often  taking  its  place, 
where  such  cannot  conveniently  be  held,  or  supplement- 
ing it  in  more  active  schools,  come  such  hand-grips  as 
class  trolley  rides,  day  seaside  or  mountain  trips  of 
parties  more  or  less  large  in  number,  and  the  formation 
of  baseball  teams,  playing  competitive  games  with  other 
teams,  other  Sunday-schools,  etc.,  all  through  the  summer. 
Local  interest  in  these  games  grows  greatly,  aud  it  is  not 
unusual  to  see  a  town  where  half  the  congregation  turn 
out  Saturday  afternoons  to  watch  their  Sunday-school  play 
a  neighbouring  one  for  a  pennant.  Even  in  a  city  like 
I^ew  York,  schools  secure  diamond  permits  for  Bronx  or 
Yan  Cortlandt  Parks  and  appear  there  each  week  in 
healthy  cooperative  games. 

VIII.  Summer  Camps  for  Sunday-School  or  Choir. 
These  are  becoming  quite  "the  thing"  and  are  highly 


194     THE  SUNDAY-SCHOOL  OF  TO-DAY 

commendable.  There  is  uo  way  of  getting  so  close  to 
boys  aud  building  them  up  so  readily  into  a  manly, 
noble  conception  of  life  and  character  as  through  the 
camp.  Many  pastors,  many  choirmasters,  many  teachers 
conduct  such  camps.  Sometimes  they  are  for  any  boys 
in  the  school,  sometimes  for  a  group  or  a  class.  The 
Y.  M.  C.  A.'s  of  New  York  are  placing  their  splendid 
summer  camps  at  the  disposal  of  the  Sunday-schools  and 
churches,  taking  individual  boys  at  a  nominal  cost,  far 
less  than  the  actual  outlay  involved  in  running  the  camp. 
The  Brotherhood  of  the  Eed  Diamond,  a  highly  spiritual 
and  excellent  interdenominational  organization  in  New 
York,  is  assuming  a  national  formation  and  plans  to  outfit 
and  organize  such  camps  for  the  churches.  It  already 
has  a  large  camp  on  the  Shrewsbury  for  individual  boys, 
applying  from  the  churches.  The  Boy  Scout  Movement, 
though  it  sadly  lacks  the  religious  impulse  and  tone,  so 
essential,  we  feel,  for  such  camps,  offers,  however,  the 
same  plan  and  attractions,  and,  if  conducted  by  a  church- 
man of  vision,  will  rendei'  effective  results.  So  will  the 
Boys'  Biigades,  though  to  an  extent  they  are  passing  out 
of  vogue,  possibly  because  they,  too,  lack  spiritual  per- 
spective and  are  costly  in  equipment. 

IX.  Festivals,  Entertainments,  Etc.  Still  another 
type  of  hand-grip,  cultivating  the  social  element  under 
church  atmosphere  and  influence,  will  be  such  entertain- 
ments as  ice-cream  and  strawberry  festivals,  open-air 
entertainments,  Japanese  gardens,  etc. — in  fact,  any  sort 
of  social  feature  that  tends  to  bring  the  people,  young 
and  old,  within  the  pale  of  church  thought.  Of  course 
none  of  such  plans,  enumerated  under  headings  VII ,  VIII, 
or  IX,  are  to  be  compared  with,  or  preferably  substituted 
for,  the  innately  spiritual  plans  first  recounted  ;  but  they 
are  excellent  adjuncts,  and  substitutes  only  to  an  extent. 


SUMMER  HAND-GRIPS  195 

wlien  it  is  foiiud  impossible  to  use  the  former  better  ones. 
We  should  be  certain,  however,  that  the  former  are  im- 
possible. 

-  X.  The  Touch  of  Individual  Teachers.  In  spite  of 
all  that  the  school  collectively  or  teachers  remaining  at 
the  home  base  personally  can  accomplish,  there  remains 
the  certainty  that  some  teachers  (and  in  a  few  schools  all 
of  them)  will  be  away  themselves,  in  other  places  on 
vacation.  Is  there  no  responsibility  for  them?  Have 
they  no  duty  as  to  hand-grips  %  Is  there  nothing  that  they 
can  do  to  stir  up  the  faith  of  the  scholars  from  whom 
they  are  separated  %  Several  grips  are  at  once  apparent. 
They  may  send  a  weekly  letter  to  each  scholar  and  ask 
an  occasional  one  in  return.  These  letters  may  be  social 
in  character,  but  the  very  fact  of  the  teacher's  interest, 
the  very  thought  of  her,  linked  with  the  monitions  of  the 
Sunday  school,  is  uplifting.  But  the  true  teacher  (con- 
scious that  she  is,  or  ought  to  be  an  ideal,  looked  up  to  as 
a  spiritual  monitor)  will  interject  counsel  and  warnings 
against  temptations,  customs,  etc.,  and  add  appeals  for 
Bible  reading,  church  attendance,  etc. 

Other  types  of  personal  touch,  which  are  of  value  as 
impressing  each  pupil  with  the  individual  eager  interest 
of  the  teacher,  are  found  in  sending  frequent  souvenir 
post-cards,  presentation  of  gifts  and  souvenirs,  and  invita- 
tions to  visit  at  the  vacation  abode  of  the  teacher.  All 
these  are  well  worth  while.  Finally,  looking  forward 
continually,  reminders  of  rally  day  to  come,  when,  at  the 
reopening  of  school,  the  teacher  hopes  to  meet  all  her  re- 
turning pupils,  prepare  the  heart  to  cordial  inclinations 
to  begin  promptly  and  eagerly  the  autumn  work.  All 
these  are  summer  hand-grips. 


IX 

HOW  TO  STAET  THE  SCHOOL  MACHIKERY 
UJ^DEE  FULL  STEAM  ON  RALLY  DAY 

VACATIONS  are  both  a  belp  and  a  liindraDce. 
Naturally,  they  are  a  help  because  of  coDsequent 
relaxation,  recreation,  and  the  upbuilding  of 
strength  and  renewal  of  energy.  We  come  again  to  the 
old  work  with  fresh  zeal  and  impetus. 

But  vacations  are  also  a  hindrance,  from  the  very  laws 
of  habits  broken  along  routine  lines  and  habits  formed 
aloug  lines  of  new  resistance.  The  public  school  recog- 
nizes these  phases,  resultant  from  vacations.  Public- 
school  teachers  expect  to  spend  much  of  the  first  fort- 
night of  the  reopened  school  life  in  restoring  to  the 
pupils  the  spirit  of  the  school,  its  discipline,  order, 
study,  regularity  of  life  and  system.  Restlessness,  dis- 
order, play — to  say  nothing  of  irregularity  and  tardiness 
— mark  the  opening  weeks.  Summer  recreation  and 
vacation  schools  help  somewhat  to  eliminate  the  reac- 
tion ;  but  not  altogether. 

In  the  Sunday  school,  particularly  in  the  larger  cities, 
where  vacations  are  longest  and  a  summer  exodus  occurs 
of  both  puiiils  and  teachers,  the  element  of  the  haphazard 
Sunday-school  enters,  with  the  introduction  of  an  atmos- 
phere that  is  utterly  subversive  of  proper  efficiency  and 
destructive  of  high  ideals  of  the  value  and  worth  of  the 
Sunday-school  in  the  eyes  of  both  teachers  and  taught. 
The  serious  problem  in  the  situation  is  that,  on  account 
of  its  few  and  scattered  sessions  and  its  brief  period  for 
instruction,  this  atmosphere  is  not  so  quickly  dissipated 

196 


HOIV  TO  START  ON  RALLY  BAY     197 

as  it  is  in  the  public  scliool,  and  quite  frequeutly  it 
cliugs,  remaiuiug  as  a  permaueut  attitude  towards  the 
school,  irregular  atteudance,  lack  of  punctuality,  a  dis- 
respect for  the  entire  system,  placing  it  in  the  category 
of  things  of  secondary  interest  and  importance. 

The  general  Sunday-school  world  has  felt  this  hin- 
drance so  keenly  that  all  manner  of  devices  have  been 
contrived  to  bring  about  as  large  as  possible  an  attend- 
ance the  opening  Sunday.  The  term  ^'Eally  Day"  has 
been  coined,  and  "Eally  Day  Devices''  of  all  sorts  are 
sold  by  the  millions — pins,  badges,  post-cards,  buttons, 
flags,  ribbon  hangers,  etc.  The  ethical  value  of  such 
traps  is  doubtful.  Even  the  practical  value  as  an  allure- 
ment wears  off  after  a  year  or  so.  The  moral  effect  on 
the  ideal  of  the  Sunday-school  as  a  school  of  religious 
education,  in  the  eyes  of  parents  and  children,  has  yet 
to  be  tested.  Judging  by  the  apparent  decrease  in  Sun- 
day-school attendance  and  enrollment,  it  is  harmful  and 
unwise. 

Building  Up  An  Atmosphere.  The  term  Eally  Day 
is  a  good  one.  Its  psychological  result  is  to  create  a 
spirit  of  enthusiastic  cooperation,  with  a  beneficial,  help- 
ful institution.  Reopening  Sunday  can  very  well  be 
termed,  throughout  the  year.  Rally  Day,  and  frequent 
'^ clinchers''  nailed  into  its  power,  as  a  name,  by  always 
saying  that  w^e  expect  every  parent,  pupil  and  teacher  to 
live  up  to  it,  and  give  the  school  one  hundred  per  cent, 
of  atteudance  at  the  Rally  Day  session.  But  much  more 
than  this  is  essential.  N'o  atmosphere  can  be  created  in 
a  day.  It  takes  years  of  patient  building,  parents'  meet- 
ings throughout  the  year,  talks  with  parents  personally 
on  parochial  calls  and  in  pastoral  or  superintendent's 
letters.  Parents  must  be  brought  to  realize  that  the 
school  is  doing  their  work  freely,  without  taxation,  for 


198     THE  SUNDAY-SCHOOL  OF  TO-DAY 

the  love  of  God's  kiugdom  and  iov  love  of  their  childreD, 
beeaiise  they  themselves  are  either  unwilliDg  or  unable  to 
teach  their  offspring  properly.  Love  aud  loyalty  should 
briug  them  to  send  their  children  and,  if  teachers,  to 
come  themselves  the  first  Sunday.  This  atmosphere  de- 
pends to  a  large  extent  upon  three  persons — the  rector, 
the  superintendent  and  the  teacher.  It  can  be  created  iu 
every  parish. 

Practical  Methods  for  Rallying  the  School.  Most  of 
the  ''devices,"  as  we  have  said,  are,  to  our  mind,  harm- 
ful rather  than  helpful.  Of  them  all,  one,  however,  is 
productive  of  a  spirit  of  ''  personal  touch  "  that  breathes 
cordiality  and  is  winsome.  It  is  to  make  up  for  each 
school,  each  department,  if  you  wish,  "  Our  Own  Post- 
Cards."  Post-cards  are  not  only  the  rage  and  craze  at 
present,  but  they  serve  as  an  effective  free  advertisement 
scheme,  since  so  many,  other  than  the  direct  recipient, 
are  apt  to  read  and  profit  by  them.  "Our  Own  Post- 
Cards"  are  made  in  this  way  :  Have  a  photograph  taken 
of  a  group  of  children  and  a  teacher  entering  the  Sunday- 
school  door  of  the  church  or  parish  house,  with  the  rector 
(or  the  Sunday-school  curate)  and  the  superintendent 
standing  outside  at  the  door,  welcoming  them,  each 
bending  down  to  shake  hands  with  one  of  the  approach- 
ing group.  Have  a  half-tone  cut  made  of  this,  post-card 
size,  costing  about  fifteen  cents  a  square  inch,  say,  about 
two  dollars  and  fifty  cents  only.  From  that  plate,  any 
local  printer  can  print  post-cards  for  about  two  dollars  a 
thousand,  including  the  card  stock.  If  the  personal  signa- 
ture of  the  above  officers  be  added  to  the  photograph 
before  it  be  used  in  making  the  plate,  it  will  add  to  the 
personal  touch  an  interest.  A  welcome  invitation  and 
appeal  to  be  on  hand  and  on  time  Eally  Day  can  be 
either  printed  on  the  card  as  it  goes  through  the  press 


HOW  TO  START  ON  RALLY  DAY     199 

in  type  or  writteu  neatly  on  the  original  i)botograj)li. 
These  cards  may  be  nsed  year  after  year  in  small  schools, 
or  made  up  from  a  new  grouping  each  year  in  large  ones, 
or  even  a  special  card  for  each  department,  with  changed 
superintendents  or  teachers,  may  be  prepared. 

Another  helpful  plan  is  an  imitation  typewritten  letter 
to  the  parents,  sent  out  by  the  superintendent,  in  which, 
on  a  single  sheet,  a  direct  and  vigorous  appeal  and 
statement  are  made,  placing  the  responsibility  where  it 
belongs— on  the  home  and  the  parents.  If  small  ''  elite" 
type  be  used,  about  one-fifth  more  words  can  be  crowded 
on  the  page.  The  letter  ought  to  be  signed  in  ink  by 
the  superintendent,  to  give  it  the  personal  touch  which 
we  are  so  urgent  to  secure  for  its  humanizing  effect  on 
otherwise  dead  machinery. 

Of  course,  it  is  expected  in  every  live  school  that  each 
teacher  will  indite  a  personal  pen-and-ink  letter  to  each 
pupil  in  the  class,  urging  promi^t  return.  This  should 
be  spoken  of  by  the  superintendent  at  the  close  of  school, 
at  the  last  teachers'  meeting,  not  as  an  appeal,  but  as  a 
matter  of  course,  ''the  regular  routine  in  every  well- 
ordered  and  conscientious  school,  which,  of  course,  this 
one  is."  Moreover,  this  ought  not  to  be  left  to  chance 
memory.  Most  schools  send  out  a  letter  from  the  super- 
intendent to  the  teachers  themselves  a  fortnight  before 
Eally  Day.  A  reminder  of  this  expected  duty,  the  per- 
sonal note  to  the  pupils,  ought  to  be  a  section  of  the 
teachers'  letter. 

Thus  three  mail  communications  are  brought  to  bear 
upon  the  pupil  to  get  him  back  in  time  to  reopen  school 
sessions  with  a  swing.  But  frequently  this  is  not  enough, 
and  we  should  leave  no  stone  unturned  to  secure  results 
in  God's  work.  In  many  parishes  most  of  the  teach- 
ers, if  not  all,  will  be  in  town  a  fortnight  before 
school  convenes.     Let  the  teachers'  letter  urge  them  to 


200     THE  SUNDAY-SCHOOL  OF  TO-DAY 

personally  visit  every  borne  a  week  before  Eally  Day,  call 
on  the  parents  and  scholar  and  j)lead  the  cause  of  Eally 
Day.  This  ought  to  be  in  addition  to  the  x)ersonal  letter 
of  the  teacher  and  the  call  of  the  school  and  the  note  to 
parents.  Again,  as  it  ofttimes  happens,  children  of  one 
family  are  scattered  among  several  classes,  it  brings  from 
one  to  four  or  five  school  visitors  to  a  single  home  the 
same  week.  The  moral  and  religions  effect  on  that  home 
cannot  fail  to  be  productive  of  splendid  results  for  the 
Church  and  its  services  on  the  parents'  part  as  well  as 
school  attendance  for  the  children. 

In  some  parishes  the  teachers  are  called  together  for  a 
teachers'  meeting  a  week  or  so  before  Eally  Day.  Then 
the  new  books  are  given  each  teacher  and  she  is  supposed 
to  call  and  see  each  pupil  before  Eally  Day,  giving  the 
new  class  book,  and  indicating  to  parent  and  child  how 
it  is  to  be  studied  under  the  advance  course  topic. 

The  Sunday-School  Follow-up  System.  No  prac- 
tical business  man  is  content  with  sending  out  a  cata- 
logue or  one  letter  after  a  reader  has  been  caught  by 
an  attractive  advertisement  and  written  for  informa- 
tion. He  has  a  careful  and  productive  "follow-up  sys- 
tem." So  the  Sunday-school  ought  to  be  equally  efficient 
as  a  follow-up  organization.  Eally  Day,  we  will  sup- 
pose, passes  and  the  school,  with  all  its  appeals,  has  se- 
cured but  eighty  per  cent,  of  its  last  year's  enrollment. 
A  good  system  ought  to  get  a  definite  report  within  two 
weeks  of  every  single  name  not  found  on  Eally  Day's  en- 
rollment. About  one-fourth  of  an  average  city  Sunday- 
school  changes  each  year.  The  causes  for  absence  are  re- 
moval to  another  town  or  to  another  section  of  the  city, 
going  to  some  other  Sunday-school,  indifference,  death 
and  removal  without  leaving  a  trace.  System  should 
enter  in   there   at  once.     A  proper  transfer  should  be 


HOIV  TO  START  ON  RALLY  DA  Y     201 

mailed,  unasked,  to,  first,  the  scholar  at  the  new  address, 
and,  synchronously,  second,  to  the  rector  of  the  nearest 
church  school,  with  the  request  to  call  at  once  and  report 
whether  the  child  is  connected  with  his  school,  or,  if  not, 
with  what  one.  All  this  data  should  go  on  the  record 
cards  of  the  former  school. 

Of  course,  the  pupils  leaving  no  address  cannot  be 
traced  or  followed  up,  though  entry  should  be  made  for 
future  needs.  Often  they  suddenly  reappear  after  a  year 
or  more  of  disappearance. 

But  the  real  missionary  work  lies  with  the  indifferent 
and  careless  truant.  Many  means  of  pressure  should 
bear  on  him.  His  name  can  be  given  to  some  young  peo- 
ple's organization,  whose  members  will  call  personally  on 
him.  The  teacher  may  call  and  get  him  the  next  Sunday 
and  bring  him  to  class.  A  delegation  may  be  sent  after 
him.  Every  week  new  pressure  should  be  exerted,  until 
he  "is  compelled  to  come  in." 

A  powerful  incentive  in  many  parishes,  where  exami- 
nations are  held  at  the  close  of  the  spring  term,  is  to  offer 
to  all  pupils,  who  either  failed  or  did  not  take  the  exami- 
nation, a  new  chance  to  pass  off  the  topic  and  enter  the 
old  class,  advanced  now,  without  "conditions,"  if  he 
come  to  the  examining  committee  promptly  on  Eally  Day. 
The  fear  of  not  being  able  to  go  on  with  his  class  later 
will  prevent  many  careless  delinquents  from  putting  off 
coming,  having  it  really  in  their  minds  not  to  leave  school 
entirely,  but  to  drop  in  "about  Christmas"  for  the  pres- 
ents of  that  gladsome  season  and  the  activities  of  the  mid- 
winter session. 

Under  such  methods,  a  certain  large  city  school  found 
that  there  were  not  ten  of  the  180  absentees  of  Eally  Day 
who  did  not  either  return  or  become  finally  accounted  for 
within  the  opening  mouth. 


X 

TEACHERS  AND  TEACHER  TRAINING 

ONLY  secoud  to  the  organization  problem  in  a 
school  stands  the  problem  of  efficient  teachers. 
To  a  large  extent  the  teacher  determines  the 
situation  in  the  modern  Sunday-school  movement.  It  is 
the  one  excuse  that  is  continually  urged  against  the  up-to- 
date  Sunday-school.  It  is  the  one  insistent  wail  of  the 
hesitating  pastor  or  superintendent.  The  lack  of  compe- 
tent and  effectively  trained  teachers  is  fally  recognized 
both  by  the  national  and  the  state  Sunday-school  author- 
ities, and  by  the  individual  ministers  and  superintendents. 
Few  schools  consider  that  they  have  a  sufficient  numher 
of  teachers.  No  school  is  altogether  satisfied  with  the 
qualifications^  either  in  the  knowledge  of  child-develop- 
ment, progressive  educational  methods,  modern  pedagogy, 
or  proper  preparation  in  the  subject-matter  taught. 

How  to  Secure  Efficient  Teachers.  There  are  mani- 
festly two  ways  to  secure  teachers  effectively  trained  to 
guide  young  souls  in  religion. 

One  way  is  to  train  the  staff  one  already  has,  the  de- 
tails of  which  we  shall  consider  presently. 

The  second  is  to  go  out  into  the  neighbourhood  and 
get  them,  securing  those  already  comparatively  well 
trained  and  fitted.  The  most  unsatisfactory  method  is  to 
ask  for  helpers  at  random  from  the  congregation,  unless 
one  has  both  insight  and  courage  to  enable  one  to  face  the 
rejection  of  unsuitable  candidates. 

Securing  New  Teachers.  By  far  the  best  Sunday- 
school  teachers  come  from  the  ranks  of  those  who  teach, 
or  have  taught,  in  the  public  schools,  and  are  presumably 

202 


TEACHERS  AND  TEACHER  TRAINING  203 

graduates  of  teachers'  colleges,  or  normal  schools.  They 
are  almost  useless  iu  an  ungraded  school,  where  in  a 
graded  school  they  will  form  the  backbone  of  a  corps  of 
workers  that  will  bring  the  school  right  up  to  high 
pedagogical  efficiency.  The  most  successful  and  direct 
way  to  secure  such  teachers  is  to  canvass  the  list  of  com- 
municants in  the  congregation,  learning  who  are,  or  have 
been,  secular  teachers. 

A  personal  interview  in  the  home  of  such  a  one  will  en- 
able the  superintendent  (or  principal  if  there  be  one)  to 
determine  the  general  character  and  habits  of  the  proposed 
teacher,  and  then  to  lay  before  him,  or  her,  the  direct 
'^call"  to  take  part  in  this  blessed  work  of  God's  king- 
dom. This  appeal,  we  feel  strongly,  should  never  be 
made  as  a  personal  favour  to  help  the  minister  or  superin- 
tendent, or  even  for  the  honour  of  the  particular  school ; 
but  laid  upon  the  hearer  solely  as  a  personal  opportunity 
for  doing  God's  work.  It  might  be  presented  strongly 
that  the  ^'call  "  is  as  direct  a  one  to  use  one's  talents,  as 
is  the  call  to  the  ministry,  to  the  medical  profession,  to 
the  missionary  field,  to  nursing,  or  to  any  other  noble 
profession.  It  is  determined  by  the  three  baptismal  vows 
which  each  earnest  communicant  acknowledges. 

The  first  vow  is  the  negative  one,  the  renunciation  of 
evil  without  which  no  one  is  acceptable  in  God's  sight  to 
perform  His  work. 

The  seconds  vow  implies  right  thinking,  the  belief  in  the 
Articles  of  the  Christian  Faith.  Both  these  vows  are 
generally  acknowledged,  and  to  a  greater  or  less  extent 
performed. 

But  the  third  vow  is  the  one  most  frequently  omitted 
and  overlooked.  It  involves  the  positive  phase  of  ' '  Keep- 
ing God's  Holy  Will  and  Commandments,"  that  is  of 
doing  in  a  positive  way  good  deeds  to  make  the  world 
better  for  one's  having  lived.     Yet  the  vast  majority  of 


204     THE  SUNDAY-SCHOOL  OF  TO-DAY 

maukiud  are  couteut  with  tryiug  to  save  themselves 
merely.  They  are  content  to  sit  in  pews  and  listen  to 
sermons,  or  attend  services  for  their  own  edification, 
whereas  "pure  religion,  and  undetiled  before  God  and 
the  Father,  is  this,  to  visit  the  fatherless  and  the  widows, 
.  .  .  and  to  keep  one's  self  unspotted  from  the  world," 
— in  which  mandate  the  use  of  one's  talent  is  balanced 
against  the  renunciation  of  one's  sin.  It  is  very  seldom 
that  the  "call"  to  use  one's  own  peculiar  talents  does 
not  strike  home  when  presented  in  this  cogent  fashion. 
A  school  may  be  recruited  with  a  satisfactory  equipment 
of  new  teachers,  qualified  and  capable,  in  a  fortnight's 
visitation  by  an  enthusiastic  superintendent. 

How  to  Get  Teachers  to  Train.  It  is  a  common  ex- 
perience with  all  those  who  have  tried  to  institute  teacher 
training  classes  that  the  teachers  who  attend  most 
regularly  are  those  who  need  the  training  the  least,  and 
that  those  who  are  most  inefficient  and  unskilled  are 
usually  the  most  complacent  and  self  satisfied,  and  so 
absent  themselves  on  one  pretext  or  another.  It  is 
usually  found  to  be  "the  wrong  way  around"  to  under- 
take to  train  the  teachers  first  and  then  institute  the 
graded  system,  for  the  very  teachers  who  are  least  capable 
of  handling  the  graded  system  are  the  very  ones  who  do 
not  recognize  their  condition  and  are  the  most  difficult  to 
eliminate  from  the  school. 

The  best  plan  is  to  install  the  graded  system,  not 
gradually,  as  we  have  before  said,  but  all  at  once,  after, 
of  course,  prolonged  and  careful  canvassing  and  plan- 
ning, with  a  clear  understanding  on  the  part  of  the  teach- 
ers and  officers  as  to  the  details  and  rationale  of  the  system. 
In  a  few  weeks  the  teachers  fiud  that  they  are  over- 
whelmed. The  least  capable  recognize  their  inefficiency 
and  for  the  first  time  in  their  history  this  class  feels  its 


TEACHERS  AND  TEACHER  TRAINING  205 

need.  Uutil  the  need  is  felt  there  will  be  little  apprecia- 
tiou  of  training.  When  the  need  is  felt,  trainiDg  will  at 
once  follow.  The  teachers  who  will  not  train  are  soon 
forced  to  resign.  The  others  acquire  reraarkable  efficiency 
in  a  very  brief  time.  The  school  does  not  suffer.  The 
enthusiasm  of  the  new  movement  not  only  swings  it 
along  with  weekly  increasing  attendance,  but  brings  in  a 
number  of  skilled  and  efficient  teachers  who  formerly 
held  aloof  from  what  they  considered  unsatisfactory  and 
ungraded  schools.  The  graded  system  has  never  been 
found  to  fail  to  work  after  careful  planning,  where  a 
campaign  of  enlightenment  preceded  it. 

On  the  other  hand,  it  is  seldom  found  practicable  to 
train  the  teachers  first  and  install  the  system  later.  Hand- 
In-hand  with  the  graded  system  should  go  an  intense 
wave  of  local  teacher  training,  both  in  each  city  and 
centre,  and  in  the  individual  church.  Commissions  are 
establishing  training  schools  in  large  cities.  Extension 
classes  are  beiug  instituted,  and  individual  churches  are 
organizing  normal  classes  as  part  of  their  regular  curric- 
ulum. Just  as  every  graduate  of  Columbia  University 
to-day  has  to  pass  through  a  course  on  "education,"  i.  e., 
pedagogy,  whether  he  intends  to  become  a  public  school 
teacher  or  not,  so  each  graduate  of  the  Sunday-school 
ought  to  have  some  training  in  the  study  of  child  nature 
and  in  the  elements  of  teaching,  for  whether  he  become 
a  Sunday-school  teacher  or  not,  he  will  probably  become 
a  teacher  of  children  in  the  home.  Many  a  parent  would 
have  literally  saved  children  from  moral  wreckage  if  he 
had  but  understood  child  nature  and  known  how  to 
handle  and  train  his  youthful  progeny. 

.    Types  of  Teacher  Training. 

J.  A  Training  Hcliool.  A  training  school  is  usually  the 
outgrowth  of  previous  tentative  annual  training  classes. 


2o6     THE  SUNDAY-SCHOOL  OF  TO-DAY 

The  principles  of  its  establishment  have  been  "tried  out," 
in  at  least  two  Episcopal  Dioceses  of  America  and  one  in 
England,  so  that  the  method  is  now  i)ractically  estab- 
lished. The  course  for  teacher  training  which  after  care- 
fnl  consideration  by  the  Sanday-School  Federation  and 
by  the  Joint  Commission  on  Eeligious  Instruction, — now 
the  General  Board  of  Eeligious  Education,  has  become 
the  standard  to-day,  and  is,  perhaps,  the  highest  standard 
ever  established,  requiring  one  hundred  and  twenty  hours, 
spread  through  a  three-years'  curriculum,  entitling  one 
to  a  complete  diploma. 
The  course  is  as  follows  : 

Outline  of  the  Course 

Subject  Class  Work 

1  Principles  of  Suuday-school  Teaching 8  hours 

2  Child  Study 8  hours 

3  History  and  Organization  of  the  Sunday-School  5  hours 

4  The  Oid  Testament 25  hours 

5  The  Land  of  tlie  Bible     .    .        .        5  hours 

6  The  Gospels  and  the  Life  of  Christ 15  hours 

7  The  Acts  and  the  Epistles 15  hours 

8  Church  History  (including  Missions) 15  hours 

9  The  Church  Catechism  and  Christian  Doctrine  .  10  hours 

10  The  Prayer  Book  and  Christian  Worship    ...      8  hours 

11  The  Christian  Year 6  hours 

Total 120  hours 

Divisions  of  the  Course 

It  is  understood  that  any  subject  in  the  Standard  Course 
may  be  taken  up  separately,  and  at  any  time,  or  in  any  order, 
and  due  credit  given  for  its  mastery.  Yet,  presuming  that  a 
three  years'  plan  will  in  the  main  be  found  desirable,  the  fol- 
lowing arrangement  has  been  suggested  : 

First  Year'' 8  Work 

Principles  of  Sunday-school  Teaching 8  hours 

Child  Study 8  hours 

Gospels  and  Life  of  Christ 15  liours 

Christian  Year 6  hours 

Total 37  hours 


TEACHERS  AND  TEACHER  TRAINING  207 

Second  Yearns  Work 

Acts  and  Epistles      15  hours 

Catechism  aud  Christian  Doctrine 10  hours 

Prayer  Book  aud  Church  Worship 8  hours 

History  and  Organization  of  the  Sunday-school         .    5  hours 

Total 38  hours 

Third  Year's  Work 

The  Old  Testament 25  hours 

The  Land  of  the  Bible 5  hours 

Church  History  and  Missions 15  hours 

Total 45  hours 


The  establishment  of  such  a  course  is  comparatively 
easy.  Any  state  can  select  a  place  in  its  chief  city  and 
centre  and  establish  the  first  year's  course  with  a  small  fee 
which  ranges  from  three  dollars  in  New  York  to  four 
dollars  in  Massachusetts,  covering  the  entire  year's  work. 
The  second  year's  course  can  be  added  after  the  first 
course  is  completed,  and  the  first  year's  course  continued 
the  second  year.  The  third  year  finds  all  three  courses 
in  session,  and  the  entire  curriculum  established. 

In  Massachusetts  the  full  curriculum  is  now  running 
with  about  one  hundred  and  fifty  teachers  in  attendance 
throughout  the  different  subjects  and  courses. 

In  New  York,  also,  the  school  is  well  established  for 
the  Episcopal  Church  ;  while  the  Bible  Teachers'  Insti- 
tute has  a  school  building  and  a  complete  equipment, 
with  an  enrollment  of  several  hundred  students.  Teach- 
ers in  such  schools  can  take  one  course,  or  all  of  them,  as 
desired,  certificates  being  given  for  individual  courses 
and  the  diploma  for  the  whole. 

It  has  also  been  arranged  with  the  International  Sun- 
day-School Association  that  its  diplomas  and  certificates 
will  be  awarded  on  presentation  of  the  examination  marks 
to  the  state  secretaries  of  teacher  training. 

II.     Extension  Training  Classes  with  Imported  Lecturers 


2o8     THE  SUNDA  Y-SCHOOL  OF  TO-DA  V 

at  Five  to  Fifteen  Dollars  a  Lecture.  These  traiuiug  classes 
have  been  most  successfully  conducted  iu  rnauy  centres 
during  the  past  few  years.  They  are  offered  for  the 
larger  cities  and  towns,  either  for  single  schools  or  for  a 
combination  of  two  or  more  schools.  They  are  short  and 
very  practical.  They  admit  up  to  three  hundred  teachers. 
The  courses  run  from  twelve  to  fifteen  lectures,  usually 
one  a  week,  though  any  special  arrangements  can  be 
made  in  each  instance.  The  expenses  of  travelling  are,  of 
course,  extra,  when  the  lecturer  has  to  journey  to  the  city 
arranging  the  class.  These  fees  are  payable  by  the  parish 
either  directly  from  school  funds,  from  special  subscrip- 
tions, from  a  tax  on  each  teacher  as  a  course-fee,  or  from 
the  sale  of  tickets  issued  for  a  course.  Lecturers  travel  to 
the  farthest  limits,  if  desired,  save  in  special  instances. 

Examinations  are  offered  with  these  courses  and  the 
teachers  given  credit  points  towards  diplomas,  which  may 
be  gained  with  additional  points  either  through  further 
extension  classes,  or  private  reading. 

III.  Local  Talent  for  Churches  in  or  near  a  Large  City 
with  an  Adequate  Bay -school  Corps.  Churches  unable  to 
arrange  for  a  paid  lecture  course,  if  near  a  large  city,  can 
readily  secure  individual  addresses  or  a  regular  course  by 
enlisting  the  aid  of  teachers  in  the  public  or  private 
schools  or  colleges,  or  perhaps  by  interchange  with  neigh- 
bouring clergy.  Such  courses  are  proving  exceptionally 
helpful  in  many  cities.  There  is  every  reason  why  they 
should  succeed. 

IV.  Inspirational  Spealcers  ivith  Parochial  Talent. 
Churches,  unable  either  to  meet  the  cost  of  a  paid  lec- 
turer or  combine  with  other  churches,  or  secure  day-school 
lecturers  free,  can  call  special  meetings  of  all  teachers, 
parents,  and  young  people  who  might  become  teachers, 
and  arrange  with  the  authorities  for  a  specinl  ^'  inspira- 
tional speaker"  for  one  address  only,  to  start  the  class  on 


TEACHERS  AND  TEACHER  TRAINING  209 

a  course  of  study,  mappiug  out  a  series  of  lectures  and 
quizzes  to  be  conducted  by  the  pastor,  or  some  one  of 
their  own  number,  as  local  classes.  Several  churches 
have  such  classes  every  alternate  year,  as  a  new  crop  of 
teachers  develop. 

F.  Farisli  Classes.  Similarly,  ministers  and  superin- 
tendents may  arrange  an  entire  course  of  from  ten  to 
twenty-five  lectures,  using  as  a  syllabus  ''Sunday-School 
Teaching,''  a  one  hundred  and  seventy-five  page  manual, 
for  fifty-five  cents,  postpaid,  obtainable  through  the  ]^ew 
York  Sunday-School  Commission.  A  travelling  library 
of  books  for  collateral  reading  for  the  teachers  or  con- 
ductor of  the  class  may  be  secured  through  the  Com- 
mission, at  five  cents  per  week.  The  conductor  uses 
''Religious  Education"  as  his  own  text-book. 

VI.  A  Regular  Teacher  Training  Class  in  the  Sunday- 
school,  such  as  we  have  noted  above.  Such  classes  usually 
meet  in  the  Sunday-school  hour,  or  as  a  part  of  the  grad- 
uate work  of  the  Sunday-school,  and  are  in  addition  to 
the  local  class  noted  under  V. 

VII.  Rome  Beading  Courses.  This  is  a  plan  which 
any  teacher  can  pursue,  by  the  help  of  the  recommended 
books.  The  books  are  to  be  read  at  home,  and  then  the 
diocesan  examiners  offer  an  examination,  or  require  some 
equivalent  evidence  of  the  work  done,  before  recommend- 
ing the  teacher  for  a  diploma. 

Several  centres  have  drawn  up  reading  courses  of  their 
own.  In  cases  where  no  such  course  has  been  arranged, 
or  where  no  diocesan  examiners  have  been  appointed,  the 
Board  of  Religious  Education  will  undertake  the  guid- 
ance of  teachers,  and  recommend  the  books. 

While  the  standard  course  is  constructed  with  a  view 
to  actual  training  classes  for  Sunday-school  teachers,  it 
will  also  be  possible  to  obtain  the  diplomas  through  read- 
ing and  home  study  on  the  part  of  teachers. 


2IO     THE  SUNDAY-SCHOOL  OF  TO-DAY 

Persons  who  present  evidence  of  having  done  reading 
on  the  various  subjects,  and  who  meet  whatever  recxuire- 
ments  are  set  by  the  diocesan  examiners,  or  by  the  Board 
of  Eeligious  Education,  equivalent  to  the  requirements  in 
the  case  of  those  studying  in  training  classes,  will  be  en- 
titled to  the  respective  diplomas. 

The  following  books  are  particularly  recommended  : 

**  Rehgious  Education,"  Smith,   525  pp.,  $2.00.     This  summarizes 
all  the  other  books. 
"  Sunday-School  Teaching,"  Smith,  50  cents. 
*' A  Primer  of  Teaching,"  Adams,  25  cents. 
*'  The  Point  of  Contact  in  Teaching,"  Dubois,  75  cents. 
**  Syllabus  to  the  Above,"  Hervey,  10  cents. 
"  How  to  Plan  a  Lesson,"  Brown,  50  cents. 
"  The  Art  of  Questioning,"  Fitch,  15  cents. 
'*  How  to  Keep  Order,"  Huglies,  15  cents, 
"The  Art  of  Holding  Attention,"  Fitcli,  15  cents 
"  Unconscious  Tuition,"  Huntington,  15  cents. 
"The  Boy  Problem,"  Forbush,  $1.00. 
"  A  Study  in  Child  Nature,"  Harrison,  $1.00. 
"Picture  Work,"  Hervey,  35  cents. 
"Talks  to  Teachers,"  James,  $1.50. 
"  Syllabus  to  the  Above,"  Hervey,  5  cents. 

With  all  these  varied  types  of  training,  adaptable  to 
practically  every  conceivable  situation,  there  is  no  excuse 
save  inertia  and  indifference  on  the  part  of  clergy  or 
officers  for  lack  of  an  adequate  number  of  efficiently 
trained  teachers,  or  the  installation  of  the  graded  system. 

In  England,  after  a  movement  of  but  two  years'  exist- 
ence, more  than  three  thousand  teachers  are  in  train- 
ing, and  St.  Christopher's  College  has  a  residentiary 
membership  of  half  a  hundred. 

With  a  general  movement  towards  educational  effi- 
ciency the  Church  will  rapidly  assume  her  proper  place 
as  the  educator  of  the  young. 


XI 

HOW  TO  PEODUCE  EFFICIENT  EESULTS 
FROM  THE  SUNDAY-SCHOOL 

RESULTS,the  Fundamental  Principle.  Through- 
out all  the  preceding  chapters  we  have,  over  and 
over  agaiu,  stressed  results.  We  have  en- 
deavoured to  show  a  principle  behind  the  entire  organiza- 
tion of  the  up-to-date  Sunday-school.  We  have  em- 
phasized the  practical  and  utilitarian  purpose  and  end  of 
every  form,  blank,  or  method.  We  have  endeavoured  to 
have  nothing  that  was  unnecessary  or  productive  of 
merely  routine  and  red  tape,  and  we  have  sought  to 
minimize  and  reduce,  so  far  as  was  consistent  with  re- 
sults,  the  amount  of  work  and  labour  to  be  performed. 

There  has  been  an  ideal  consciously  active  behind  every 
method.  The  vast  majority  of  Sunday-schools  to-day, 
severe  as  the  arraignment  may  seem,  do  not  produce 
7'esulfs,  or  at  least  results  commensurate  with  the  effort 
involved. 

Machinery,  in  Itself,  Will  Not  Yield  Results.  Now, 
results  cannot  be  secured  by  machinery  alone.  There 
must  be  ''the  spirit  within  the  wheels,"  that  is  the 
superintendent,  the  officers,  the  teachers,  must  have  a 
clear  and  conscious  object  or  end  to  be  secured  in  each 
step,  and  none  of  them  should  rest  content  until  that  re- 
sult be  produced.  If  the  plan  or  method  does  not  pro- 
duce that  result  then  it  is  not  only  a  waste,  but  an  actual 
hindrance,  cumbering  the  ground.  It  should  either  be 
altered  to  produce  results,  or  eliminated.     In  the  long 

211 


212     THE  SUNDAY-SCHOOL  OF  TO-DAY 

run  human  nature  is  the  same  the  world  over  for  the  same 
age  and  type  of  scliolar,  so  that  plans  working  in  one 
place  with  a  grou^)  of  scholars,  of  a  certain  type,  ouglit  to 
work  in  another  place.  That  they  do  not  do  so  depends 
(1)  uiDon  local  atmosphere,  which  can  be  gradually 
altered,  or  ( 2)  lack  of  cooperation  on  the  part  of  parents, 
the  scholars  themselves,  or  the  clergy  and  congregation, 
or  (3)  the  lack  of  clear  understanding  on  the  part  of  the 
pupils  and  parents,  for  the  officers  and  teachers  may 
know  what  they  are  trying  to  do,  but  may  be  working  at 
cross  purposes  with  the  plastic  material  they  are  molding, 
or  (4)  and,  worst  of  all,  the  superintendent  and  a  few 
officers  may  know  their  purx)ose  and  plan,  but  yet  the 
corps  of  teachers  may  be  working  in  the  dark. 

How  the  Principle  Works.  Now,  in  each  point  the 
up-to-date  Sunday-school  should  seek  and  secure  results 
in  character  building.  Laying  aside  for  our  purpose  now 
the  basis  of  the  curriculum,  and  sequence  of  studies,  let  us 
tabulate  briefly  the  principle  or  purpose  behind  each 
piece  of  mechanical  method  that  is  used. 

The  Enrollment  Card  secures  data  for  influencing  the 
scholar  towards  holy  baptism,  confirmation,  school  clubs 
and  organizations.  It  provides  school  authorities  with 
the  knowledge  of  the  original  atmosphere,  from  which  the 
child  has  come  in  the  home  and  in  the  previous  school. 
It  secures  a  routine  under  which  there  is  no  possibility  of 
omission  of  further  records,  which  might  involve  lack  of 
oversight  of  the  child,  or  delay  its  reception  of  ideals  of 
proper  giving  and  lesson  study. 

The  Roster  Card  is  for  the  purpose  of  securing  an 
alphabetical  roll  of  the  school  for  notices,  records,  etc. 

The  various  Honour  Rolls,  Certificates^  Rejwrts,  Records^ 
etc.,  are  for  the  definite  purpose  of  securing  individual  re- 
sults by  working  upon  the  ambition  or  the  altruistic  or 


TO  PRODUCE  EFFICIENT  RESULTS     213 

moral  impulses  of  each  scholar.  The  very  attitude  of  the 
tiptoe  Pages  is  designed  to  create  a  psychological  effect  in 
character- building. 

Tlie  Dwplex  Envelope  System  of  Offering  trains  in  the 
ideals  of  weekly  giving. 

The  Private  Prayer  Cards,  the  Prayers  for  Entering  and 
Leaving  Church,  the  required  Church  Attendance,  the  Types 
of  Hymns  selected,  the  Mudc  played  previous  to  the  open- 
ing of  the  school,  and  during  the  routine  j)eriod,  are  all 
designed  to  inculcate  the  habits  of  the  highest  si)iritual 
life. 

There  is  not  a  point  in  the  entire  record  system  that 
does  not  contribute  something,  peculiar  to  itself,  towards 
the  uplift  of  the  scholar.  There  is  no  unnecessary  red 
tape  nor  duplication  of  records  that  could  otherwise  be 
avoided,  and  not  a  penny's  waste  of  money  in  securing 
supi^lies. 

Once  the  superintendents  realize  that  the  machinery  of 
the  Sunday-school  has  a  direct  analogy  in  the  machinery 
of  manufacture,  in  which  there  is  neither  unnecessary 
friction,  nor  dui)licated  wheels,  much  of  the  lack  of  method 
will  be  at  once  eliminated,  and  many  spiritual  results, 
that  are  now  lacking,  will  be  secured  through  properly 
spiritualized  machinery. 

National  Ideals.  But  the  school  does  not  exist  merely 
for  itself.  It  exists  foi-  the  Church  at  large,  and  for  the 
nation.  The  school,  like  the  individual,  that  saves  itself 
only,  is  missing  the  chief  purpose  of  life.  The  school 
should  be  a  power  in  the  nation.  It  should  mold  the  ideal 
to  the  community.  In  many  places  the  betterment  of  the 
city,  the  ideals  of  a  city  beautiful,  and  a  city  clean,  the 
provision  for  playgrounds,  and  recreation  centres,  the  im- 
provement of  moving  picture  shows,  the  elimination  of 
rowdyism,  the   ideals  for   moral   culture,  are  securable 


214     THE  SUNDAY-SCHOOL  OF  TO-DAY 

directly  through  wide-awake  children  in  progressive 
schools.  An  excellent  plan  to  produce  something  of  the 
city  conscience  is  the  use  of  the  Moral  Education  Lectures, 
prepared  lectures  with  stereopticon  slides,  issued  by  the 
Moral  Education  Board  at  Baltimore,  obtainable  also 
through  the  New  York  Sunday- School  Commission. 

The  Social  Spirit.  The  true  aspect  of  the  political 
life  and  responsibility  spells  missionary  interest  and 
brotherhood.  The  church  school  which  merely  prepares 
its  pupils  for  life  in  the  church  and  in  the  home,  with  no 
sense  of  regard  for  civic  ideals,  and  national  betterment, 
is  failing  in  its  mission.  The  social  spirit,  and  by  this 
we  mean  the  broad  ideals  of  municipal  welfare,  and 
civic  and  trade  betterment,  should  run  through  the  entire 
school,  and  be  a  motive  power  behind  all  altruistic  en- 
deavour. 

Public  schools  are  already  becoming  a  power  in  the 
nation.  Church  schools  of  religion  should  be  an  even 
greater  leaven.  But  unless  the  pastor,  the  superintend- 
ent, the  officers,  catch  the  vision  the  school  will  be  inert 
and  dead,  save  for  its  own  individual  life.  Sooner  or 
later  this  dead  type  of  school  will  die  of  sheer  lack  of 
momentum.  The  future  of  the  Sunday-school  depends 
on  the  vision  of  its  leaders. 


XII 
A  NATIONAL  CHURCH  ORGANIZED 

THE  Unfortunate  Origin  of  the  Sunday-School. 
It  is  unfortunately  due  to  the  origin  and  gene- 
sis of  the  Sunday-school  movement  that  Sun- 
day-schools to-day  exist  among  all  Christian  bodies 
almost  as  independent  and  individual  units  in  church 
life,  rather  than  as  integral,  well- articulated  parts  of  the 
machinery  of  a  properly  organized  system. 

The  origin  of  the  Sunday-school  was  due  to  a  Layman's 
Movement,  independent  of  ecclesiastical  initiative,  free 
from  ecclesiastical  control  or  direction.  The  first  Sun- 
day-schools were  conducted  by  laymen  and  met  in  hired 
rooms  and  halls  outside  of  the  Church  ;  then  the  Church 
opened  her  doors,  usually  the  basement  doors,  and 
beckoned  the  Sunday-schools  in  with  a  rather  indifferent 
welcome.  From  that  day  to  this  the  general  attitude  of 
the  Church  and  the  Sunday-school  has  been  the  unfortu- 
nate one  of  independence,  in  spirit  at  least,  and  stands 
even  for  more  or  less  hostility  and  individualism.  But 
even  when  the  Sunday-school  and  the  Church  have  beer: 
properly  welded  and  their  work  coordinated  and  unified, 
an  extreme  and  bitter  parochialism  has  founded  a  cor- 
porate organization  throughout  the  Church.  The  result 
has  been  chaos. 

Our  Chaotic  Condition.  Not  only  is  there  no  general 
system  of  lessons  to-day  in  exclusive  use  throughout  the 
schools  of  any  one  Christian  body,  but  in  no  one  section 
of  the  country,  in  no  diocese  of  the  Episcopal  Church,  for 

215 


2i6     THE  SUNDAY-SCHOOL  OF  TO-DAY 

example,  is  every  school  using  the  same  system.  lu  fact 
it  will  usually  happen  that  no  two  schools  in  the  same 
city  are  precisely  alike.  Within  a  certain  radius  this  is 
but  natural  and  proper,  for  there  should  always  be 
allowance  made  for  local  differences  and  the  individuality 
and  atmosphere  peculiar  to  each  school,  as  well  as  to 
each  individual.  But  when  it  comes  to  divergent  systems 
and  discord  in  text-books  the  injury  of  this  lack  of  co- 
ordination and  cooperation  is  manifest. 

In  our  public  school  system  a  child  moving  from  east 
to  west  will  at  once  find  his  proper  place  in  the  new 
school.  In  our  Sunday-school  system  he  may  repeat  the 
same  lessons,  or  he  may  have  a  totally  different  type  of 
text-book,  or  he  may  have  no  lessons  at  all.  The  entire 
religious  world  has  felt  this  unfortunate  difficulty  and 
successful  steps  to  remedy  it  are  already  in  progress. 
The  Lutherans,  of  all  shades  of  belief,  are  commencing  to 
^'pull  together"  in  the  General  Council  System,  the  best 
graded  lessons  ever  produced  among  them.  The  Method- 
ists, Presbyterians,  and  Congregatioualists  have  adopted 
the  New  Subject  Graded  Syndicate  Lessons,  practically 
the  curriculum  of  the  Episcopal  Church,  minus  the  li- 
turgical and  doctrinal  material.  The  Baptists  have 
taken  the  same  subjects  and  lesson  passages,  i.  e.,  the 
same  curriculum,  and  produced  their  own  lessons  to  suit 
their  doctrinal  position. 

The  Commission  Movement.  We  must  take  a  lesson 
from  the  Day-school  System.  The  various  Sunday- 
school  forces  of  each  Christian  body,  either  independ- 
ently, or  through  the  International  Organization,  must, 
sooner  or  later,  form  a  thoroughly  vertebrated  system  for 
Eeligious  Education.  Since  it  chances  that  the  Episco- 
pal Church  led  the  Eeform  Movement  in  Eeligious  Edu- 
cation, Child-study,  and  Grading,  so  it  happens  that  it  is 


A  NATIONAL  CHURCH  ORGANIZED    217 

the  first  Christian  body  to  ]3erfect  mechauical  organiza- 
tion throughout  the  nation.  Its  organization  is,  like  that 
of  the  secuhir  Government,  representative,  and,  like  the 
Public  School  System,  it  reaches  each  unit  in  the  mass. 
It  will  examine  it,  as  a  model.  It  began  with  the  so-called 
Commission  Movement  in  1908  when  the  Bishop  of  New 
York  appointed  the  New  York  Sunday -School  Commis- 
sion, then  numbering  fifteen  members.  In  less  than  a 
year  after  the  appointment  of  the  New  Y^'ork  Commis- 
sioD,  the  Long  Island  Diocese  had  one ;  then  Chicago  ; 
and  soon  diocese  after  diocese  joined  the  movement,  until 
to-day  there  is  a  commissiou,  or  its  equivalent,  in  practi- 
cally every  diocese  and  missionary  jurisdiction  of  the 
Church  in  America  aud  Canada. 

In  most  dioceses  this  organization  is  called  a  Commis- 
sion ;  in  a  few  an  Institute,  aud  in  still  fewer,  though  the 
movement  is  growing  as  a  tendency,  a  Board  of  Eeligious 
Education,  a  ponderous  name,  but  not  necessarily  more 
effective. 

Followiugupon  the  diocesan  organization  came  the  ap- 
pointment, by  the  General  Convention  of  the  Church  in 
1904,  of  a  Joint  Commission  of  Sunday-School  Instruc- 
tion composed  of  twenty-one  members,  seven  from  each  of 
the  three  legislative  orders.  This  Commission  was  con- 
tinued by  the  Convention  of  1907,  and  the  Convention  of 
1910,  with  larger  vision,  legislated  the  Former  Joint 
Commission  into  a  General  Board  of  Eeligious  Education 
of  a  broad  representative  character.  This  Board  em- 
braces in  its  purview  the  entire  religious  work  of  the 
Church  both  in  Sunday-schools,  day-schools  and  colleges. 
Synchronous  with  the  national  organization  has  come  a 
more  detailed  organization  of  the  diocesan  commissions, 
under  which  institutes  local  to  cities  and  accessible 
centres  are  rapidly  being  organized  in  every  section  of 
the  country.     Moreover,  in  the  larger  fields,  the  General 


2i8     THE  SUNDAY-SCHOOL  OF  TO-DAY 

Board  of  Religious  Education  is  organizing  Sunday 
scliool  dei)artments,  coterminous  with  tlie  missionary  de- 
partments of  the  'Board  of  Missions.  Each  of  these  de- 
partments is  to  hold  an  annual  Sunday-school  convention 
composed  of  five  Sunday-school  delegates  from  each 
diocese  of  the  department,  and  each  department  sends 
two  representatives  to  sit  on  the  General  Board.  Thus 
the  organization  of  the  national  Church  is  rapidly  ap- 
proaching perfection  so  far  as  machinery  goes. 

The  National  Organization.  At  the  head  stands  the 
General  Board  of  Religious  Education,  composed  of 
twenty-two  members  and  sixteen  department  delegates, 
two  from  each  of  these  departments. 

Next  to  this  Board  are  eight  Sunday-school  depart- 
ments covering  the  entire  Church.  Within  the  depart- 
ments are  diocesan  commissions,  and  within  the  commis- 
sions are  institutes,  or  branches,  reaching  every  individual 
parish.  Within  each  parish  is  the  Sunday-school  with 
its  organization  reaching  every  child.  As  organized, 
the  General  Board  provides  its  general  and  field  secre- 
taries, each  department  appoints  its  general  secretary  as 
field  worker,  and  each  diocese  secures  its  local  field  secre- 
tary for  personal  touch  with  the  schools,  the  organiza- 
tion, and  grading,  and  the  training  of  teachers.  This  is 
the  scheme  for  the  national  Church. 

To  support  it  there  will  be  required  ample  funds 
numbering  or  approximating  $20,000  a  year  for  the 
General  Board  alone.  This  money,  like  the  income  for 
the  Board  of  Missions,  naturally  is  apportioned  to  the 
dioceses  in  proportion  to  their  missionary  assessment. 
Each  diocese  in  turn  may  raise  its  assessment  as  it  will, 
by  subscriptions,  by  apportionment  of  the  schools,  or  by 
diocesan  vote. 

Eventually  it  will  mean  that  each  diocese  will  raise 


A  NATIONAL  CHURCH  ORGANIZED    219 

fauds  (1)  for  the  support  of  its  local  secretary  aud  its  own 
work  ;  (2)  for  its  share  towards  the  support  of  the 
department  secretaries,  aud  (3)  for  its  assessment  by  the 
General  Board.  While  this  will  mean  increased  giving, 
it  will  also  mean  increased  interest,  for  there  cannot  be  a 
vital  interest  in  Sunday-school  work  and  its  betterment 
until  there  be  a  liberal  outpouring,  both  of  sacrifice  and 
of  money.  This  is  a  principle  directly  i)arallel  with  the 
already  proved  principles  as  applied  to  missions.  Why 
cannot  the  entire  Christian  world  organize  along  similar 
lines  to  reach  the  millions  of  unschooled  children  % 

Week- Day  Religious  Instruction.  The  past  few  years 
have  witnessed  a  most  significant  and  remarkable  awaken- 
ing of  the  American  people  of  all  types  of  religion 
throughout  the  entire  country,  recording  our  i)ersonal 
responsibility  for  the  spiritual  training  of  the  child.  In 
Boston,  Albany,  Brooklyn,  New  York,  Washington,  and 
even  Seattle  (Wash.),  citizens  have  become  aroused  and 
conferences  have  been  held.  It  is  plainly  apparent  that 
the  public  schools  have  not  forearmed  our  children  against 
sin  and  crime.  Secular  education  is  not  meeting  the 
spiritual  needs  of  youth.  The  nation  is  educating  the 
bodies  and  tlie  minds,  but  is  utterly  neglecting  the  soul. 
Under  present  state  laws,  since  the  Wisconsin  decision  of 
1886,  the  public  school  cannot  supply  this  deficiency, 
even  if  religious  differences  could  agree  on  a  basis  or 
modicum  for  religious  or  moral  instruction  to  be  in- 
corporated into  the  school  system.  It  is  an  undoubted 
fact,  easily  proven  by  statistics,  both  economic  and  penal, 
that  crime  is  steadily  on  the  increase  throughout  the 
length  and  breadth  of  our  nation.  De-spiritualization  is 
proving  the  moral  cancer  of  our  nation,  and,  if  not 
checked,  must  spell  its  downfall.  The  recent  disclosures 
of  callous  consciences  in  men  high  in  public  honour  and 


220     THE  SUNDAY-SCHOOL  OF  TO-DAY 

esteem,  high  iu  wealth  and  education,  are  clear  manifes- 
tations of  this  blight. 

Increase  in  Irreligion.  Moreover,  churchless  Protes- 
tants, Eomanists,  and  Jews  are  on  the  increase.  The  re- 
cent study  of  religious  conditions  in  greater  New  York, 
under  the  Federation  of  Churches,  shows  that  the  church- 
less  Protestants  of  New  York  outnumber  the  w^hole  popu- 
lation of  Nebraska,  and  are  the  equivalent  of  the  whole 
population  of  Washington,  Idaho,  Montana,  and  Wyom- 
ing. 

The  Public  School  Situation.  While  it  is  not  at  all 
assured  that  the  public  school  could  not,  if  it  would, 
satisfactorily  solve  the  problem,  just  as  Germany  has 
solved  it,  by  the  requirement  of  some  form  of  religious 
instruction  to  be  given  in  the  schools  at  an  assigned  hour 
each  day  by  *' confessional  instructors''  {%.  e.,  doctrinal 
or  sectarian,  representing  as  particular  "Confession  of 
Faith")  representing  the  three  great  religions  of  that 
country  (Romanism,  Lutheranism,  and  Judaism),  these 
professors  of  religion  being  appointed  and  paid  by  the 
churches  themselves,  although  the  appointments  must  be 
confirmed  by  the  school  boards  ;  yet  it  would  seem  likely 
that  in  this  modern  day  with  our  American  sense  of  fair- 
ness, cooperation  and  combination,  we  can  adopt  a  wiser 
and  more  satisfactory  plan. 

Week-Day  Church  Schools.  France  supplies  noth- 
ing but  "moral  instruction"  of  a  vaguely  religious  but 
extremely  patriotic  stripe,  yet  she  recognizes  the  impor- 
tance of  truly  religious  education,  giving  a  holiday  on 
Tuesdays  in  order  that  children  may  attend  their  churches 
for  instruction  by  the  parish  priests.  Under  our  present 
disorganized  and  chaotic  condition,  both  in  the  churches 


A  NATIONAL  CHURCH  ORGANIZED    221 

at  large  aud  particularly  in  our  haphazard  Sunday- 
schools,  this  plan,  though  it  would  be  of  some  advantage, 
will  not,  we  venture  to  think,  meet  practical  require- 
ments. Several  conferences  have  been  held  in  N"ew  York 
City,  led  by  the  Eev.  Mr.  Wenner  of  the  Grace  Lutheran 
Church,  at  which  Father  McMillan  of  the  Paulist  Fathers, 
Bishop  Greer,  Eabbi  Meudes,  aud  Dr.  North  urged  upon 
the  Board  of  Education  the  dismissal  of  children  on 
Wednesday  afternoons,  on  written  application  by  the 
parents,  to  attend  their  own  churches  for  religious  instruc- 
tion. In  Illinois  and  Ohio,  several  church  parishes  have 
for  a .  year  or  more  been  taking  advantage  of  similar 
provisions  in  the  laws  of  their  public  schools,  and  in  one 
instance  quite  successful  week-day  schools  of  religious 
instruction  have  been  maintained. 

Use  of  Public  School  Buildings.  But  we  can  safely  go 
somewhat  farther.  The  school  buildings  are  acknowl- 
edgedly  the  property  of  the  citizens  who  have  paid  for 
their  construction.  This  is  recognized  in  the  New  York 
administration  by  the  use  of  the  schools  for  evening  clubs, 
debating  societies,  public  lectures,  etc.  Why  would  it 
not  be  feasible  (and  it  certainly  could  not  arouse  the 
slightest  sectarian  differences)  to  have  all  children  dis- 
missed, say  on  Wednesday  afternoons,  and  the  school 
buildings  themselves,  with  their  pedagogical  day-school 
equipment  of  separate  rooms,  desks,  maps,  blackboards, 
etc.,  be  freely  thrown  open  to  any  religious  body  asking 
a  room  for  the  establishment  of  a  sectarian  school  for  re- 
ligious instruction  in  that  locality  of  the  city  ?  There 
are  never  less  than  ten  rooms  to  a  school  and  there  are 
several  hundred  schools,  so  that  counting  all  religious 
bodies  it  is  practically  impossible  that  there  should  be  a 
dearth  of  accommodations.  It  might  be  urged  that  the 
parents  of  some  children  would  not  want  any  religious 


222     THE  SUNDAY-SCHOOL  OF  TO-DAY 

instruction  given,  but  the  statistics  of  the  Federation  of 
Churches  have  shown  that  so-called  '' atheists"  scarcely 
average  more  than  one  to  80,000  even  in  New  York,  at 
least  so  far  as  putting  themselves  down  as  ''atheists" 
when  it  comes  to  the  point  of  record.  It  would  not  be 
unfair  to  demand  that  some  amount  of  religious  instruc- 
tion should  be  given  every  child  whose  parents  are  en- 
rolled under  some  creed.  It  w^ould  also  be  fair  for  the 
school  authorities  to  demand  that  the  religious  instruc- 
tion given  and  paid  for  by  the  churches  should  be  of  high 
educational  standards  under  properly  trained  teachers, 
as  a  condition  of  securing  rooms  in  a  school  building. 
This  would  put  the  responsibility  clearly  and  fairly  on 
the  religious  community.  Even  if  the  matter  of  school 
attendance  on  religious  instruction  was  purely  voluntary, 
the  fact  that  such  week-day  schools  were  held,  and  chil- 
dren dismissed  to  attend  them,  would  certainly  give  a 
marked  impetus  to  the  entire  matter  of  religious  edu- 
cation. 

How  Some  Have  Solved  the  Problem.  Calvary 
Church,  New  York,  has  for  several  years  conducted  a 
week-day  school  of  religion,  containing  over  one  hun- 
dred children,  meeting  Wednesday  afternoons  after 
school  hours.  The  curriculum  has  been  strict  and  se- 
vere ;  and  excellent  results  have  been  obtained.  This 
would  certainly  be  practicable  in  other  cities. 

For  many  years  Australia  has  met  this  problem  in  a 
provision  of  adequate  confessional  religious  instruction 
in  the  public  schools.  Even  with  the  broadest  American 
principles  of  independence  and  liberty  or  religious  and 
free  thought,  of  democracy  and  idealism,  there  is  a  single 
vital  objection  to  be  urged  against  this  course.  The  very 
expression  of  unity  under  which  to-day  Christian  bodies 
of  every  name  are  frankly  facing  the  ultimate  outcome  of 


A  NATIONAL  CHURCH  ORGANIZED    223 

our  Master's  prayer,  that  all  might  be  one,  is  pointing 
the  way  to  practical  religious  instruction. 

The  statement  made  by  a  prominent  New  York  judge 
in  1911,  commenting  upon  the  manifest  increase  in  crime 
among  the  young,  a  wave  of  which  was  sweeping  over  the 
city  of  New  York  and  has  been  manifest  in  every  large 
city  of  the  nation,  was  that  he  attributed  it  directly  to 
the  lack  of  religious  instruction  in  our  public  schools. 
This  is  significant  and  portentous. 

If  the  Sunday-schools  to-day  are  reaching,  as  a  statisti- 
cian tells  us,  less  than  one-half  of  the  youthful  popula- 
tion, and  probably  not  effectively  reaching  more  than 
one-third,  we  can  see  that  at  best  the  Sunday-school, 
even  in  its  most  ideal  organization,  cannot  solve  the 
entire  problem.  The  public  school  must  be  compelled  to 
supply,  or  to  make  provision  for,  in  some  way,  the  spir- 
itual development  of  the  child,  as  well  as  to  furnish  the 
other  four-fifths  of  its  religious  inheritance. 


A  Short  Bibliography  for  Readers 

In  order  that  readers  may  be  guided  towards  further  reading,  we  append 
a  short  bibliography  of  former  books  bearing  on  the  Graded  Sunday- 
School,  with  a  word  or  two  denoting  their  general  attitude  towards  the 
Modern  Movement.  Those  marked  with  a  star  are  particularly  valuable 
and  suggestive. 

*The  Modern  Sunday-School  in  Principle  and  Practice,  by  Henry  Fred- 
erick Cope  (Re veil,  $  i.oo).  Progressive,  inspiring,  rather  abstract 
than  concrete,  but  quite  suggestive. 
*The  Graded  Sunday-School  in  Principle  and  Practice,  by  Henry  H. 
Meyer  (Eaton  &  Mains,  75  cents).  A  brief  statement  of  the  Modern 
Movement,  but  not  quite  so  progressive  as  Cope's  book.  These  two 
books  are  practically  the  last  word,  up  to  the  present  volume,  on  the 
Sunday-School  Movement. 

'''Housing  the  Sunday-School,  by  Marion  Lawrance  (Westminster  Press, 
$  2.00).  A  new  book,  just  out,  and  the  only  volume  sufficiently  cov- 
ering the  Sunday-school  building.  It  stands,  however,  primarily, 
for  the  modified  Akron  plan,  which  is,  as  we  have  shown,  passing. 

^Modern  Methods  in  Sunday-School  Work,  by  the  Rev.  George  White- 
field  Mead,  Ph.  D.  (Dodd,  Mead  &  Co.,  %  2.00).  Exceedingly  sug- 
gestive in  the  matter  of  forms  and  blanks  for  the  school,  giving  illus- 
trations of  the  best  forms  and  their  use  throughout  the  United  States. 

'''How  to  Conduct  the  Sunday-School,  by  Marion  Lawrance  (Revell,^  i-^S). 
The  best  Superintendent's  Handbook  for  the  large  school. 

The  Front  Line  of  the  Sunday-School  Movement,  by  Rev.  F.  N.  Peloubet, 
D.  D.  (W.  A.  Wilde,  $  i.oo).  A  statement  of  ideals  at  the  begin- 
ning of  the  Forward  Movement  in  the  Schools. 

The  Organized  Sunday- School,  h-j  ].  W.  Axtell  (Cumberland  Press,  75 
cents). 

Grading  the  Sunday-School,  by  J.  W.  Axtell  (Cumberland  Press,  75 
cents).  Neither  of  these  books  have  reached  the  present  standard  of 
Sunday-School  Grading. 

A  Practical  Handbook  on  Sunday- School  Work,  by  Rev.  L.  E.  Peters 
(American  Baptist  Publication  Society,  60  cents).  A  book  on  organ- 
ization along  the  older  methods. 

The  Bible  School,  by  Rev.  A.  H.  McKinney,  Ph.  D.  (Lentilhon  &  Co., 
60  cents).     A  similar  Handbook. 

Our  Sunday-School  Work  and  How  To  Do  It,  by  the  Rev.  C.  R.  Black- 
all  (American  Baptist  Publication  Society,  50  cents). 

*The  City  Sunday-School,  hy  Frank  L.  Brown  (Sunday-School  Times, 
25  cents).     Very  excellent  and  suggestive. 

224 


BIBLIOGRAPHY  225 

'''The  Sunday-School  and  the  Home,  by  Frank  L.  Brown  (Sunday-School 
Times,  25  cents).     Excellent. 

*  The  Primary  Department,  by  Ethel  J.  A.rchibald  (Sunday-School  Times, 

50  cents).     Excellent. 

*7^.?  Home  Department  of  To- Day,  .  Mrs.  Flora  V.  Stebbins  (Sunday- 
School  Times,  25  cents).     Excel'  nt. 

"1^ Sunday- School  Records,  Reports,  c  .ul  Recognitions,  by  E.  A.  Fox  (Sun- 
day-School Times,  50  cents).       Excellent. 

*The  Beginners^  Department,  by  Angelina  W.  Wray  (Sunday-School 
Times,  50  cents).     Excellent. 

*  Thirty  Years  at  the  Superintendent's  Desk,  by  J.  R.  Pepper  (Revell,  25 

cents).     Brief,  but  replete  with  abstract  maxims  that  are  very  helpful. 


Index 


Absentee  follow-up  system,  140 
Absentee  superintendent,  120 
Address  to  children^  178 
Address    to    whole    school   during 

summer,  190 
Aim  of  church  school,  104 
Aim  of  education,  15 
«•  Akron  plan,"  35 
Altruism,  167 
Attendance  at  church,  178 
Attendance    incentives,    146 ;    see 

also  Absentees,  140 

Bad  boys,  how  to  win  them,  163 
Beginners'  grades,  77 
Bible  Readers'  League,  192 
Bible    Study   Company's   Lessons, 

100 
Bibliography  for  readers,  224-225 
Blackboard  for  kindergarten,  65 
Blakeslee  Lessons,  100 
Books  for  training  classes,  210 
Book  work  illustrated,  160 
Boys,  bad,  how  to  win  them,  163 
Building  character,  20 
Building  of  church  school  and  its 

equipment,  61 
Buildings  for  the  Sunday-school,  23 

Camps  for  Sunday-school  and 
choir,  193 

Character  building,  20 

Charts  for  kindergarten  room,  62 

Child,  interest  of,  31 

Child  life,  periods,  76 

Children's  address,  178 

Christian  service,  167 

Church  attendance,  178 

Church  attendance  pledge  in  sum- 
mer, 192 

Church  school,  aim  of,  104 

Church  school  building  and  equip- 
ment, 61 


Church  schools  during  the  week 
220 

Church  school,  organization  of,  103 

Church  school  principal,  113 

Church  schools,  their  progress,  164 

Church  schoolrooms,  33 

Church  school  societies,  105 

Classes  named,  168 

Class  rooms,  53 

Class  rooms  divided  by  curtains,  57 

Clubs,  24,  158 

Clubs,  accommodation  for  in  parish 
house,  58 

Commencement,  164 

Commission  Lesson  Series,  96 

Commission  Movement,  2l6 

Contents,  ii 

Cooperation  of  home,  84 

Correlation  of  Sunday-school  and 
church  attendance,  176 

Correspondence  study  courses,  29 

Courses  in  summer,  190 

Custodian  of  equipment,  1 19 

Custodian  of  supplies,  118 

Curriculum,  25 

Curriculum  of  the  New  York  Sun- 
day-School Commission,  88-89. 

Curriculum,  principles  of,  87 

Curriculum,  subjects  suggested  in, 
89 

Curtains  for  dividing  class  rooms, 

57 

Daylight  in  churches  and  parish 

houses,  46 
Days  for  examinations,  186 
Day  school  grades,  78 
Design  of  parish  house,  42 
Director  of  hand-work,  125 
Divided  class  rooms,  57 
Doors  of  parish  house,  55 


Education,  aim  of,  15 


226 


INDEX 


227 


Entertainments  in  summer,  194 
Equipment,  custodian  of,  119 
Equipment  of  individual  room,  67 
Equipment  of  primary  room,  66 
Equipment  of  Sunday-school  build- 
ing, 61 
Equipment  of  walls,  i8l 
Examinations,  185 
Examination  days,  186 
Excursions  for  Sunday-schools,  193 
Extension  training  classes,  207 

Festivals  in  summer,  194 

Fever  of  unrest,  90 

Fire-proof  construction  of  parish 
house,  51 

Five-minute  sermon  to  children, 
178 

Floors  of  parish  house,  52 

Follow-up  system  for  absentees,  140 

Follow-up  system  of  the  Sunday- 
school,  200 

Font  roll,  151 

Forward  Movement  Lessons,  27 

Furniture  for  kindergarten  room, 
63 

General  secretary,  116 

Giving,  126 

Giving  systematically,  179 

Graded  lessons  of  the  Interna- 
tional, 99 

Graded  lessons  of  the  University  of 
Chicago  Press,  10 1 

Graded  prayer  cards,  172 

Graded  schools,  25-30 

Graded  school  circular,  80 

Graded  school,  what  it  is,  30,  75 

Grades,  Beginners',  77 

Grades  in  day-school,  78 

Grades,  Primary,  77 

Grading,  principles  of,  30,  78 

Grading  the  small  school,  30,  85 

Grading  a  Sunday-school,  30,  79 

Graduation,  164 

Group  work,  165 

Hand-grips  in  summer,  188 
Hand-work;      see      also      Manual 

Work,  31,  160 
Hand-work,  director  of,  125 


Heuristic  method,  94 

Home  cooperation,  how  to  gain  it, 

84 
Home  Department,  152 
Home  reading  courses,  209 
Home  report,  141 
Home  study  with  school  credits  in 

summer,  19 1 
Hour  for  Sunday-school,  177 
How  to  get  teachers  to  train,  202 
How  to  grade  a  small  school,  85 
How  to  prevent  ••  leak  at  top,"  163 
How   to   produce    efficient   results 

from  the  Sunday-school,  211 
How  to  secure   efficient  teachers, 

202 
How  to  win  bad  boys,  163 

Ideals  of  the  nation,  213 
Illustrated  book  work,  160 
Incentives  for  attendance,  146 
Individual  rooms,  67 
Individual  rooms,  equipment  of,  67 
Interest  of  the  child,  31 
International  graded  lessons,  99 
Introduction,  7 
Irreligion,  increase  in,  220 

Joint  Diocesan  Lesson  System,  97 

Kindergarten,  32 
Kindergarten,  blackboard  for,  65 
Kindergarten  room,  charts  for,  62 
Kindergarten,  length  of  period,  178 
Kindergarten  room,  62 
Kindergarten  room,   furniture    for, 

63 

Kindergarten  room,  pictures  for,  62 
Kindergarten  room,  walls  of,  62 

Lantern  in  Sunday  school,  182 
"  Leak  at  top,"  how  to  prevent,  163 
Length  of  kindergarten  period,  178 
Length    of    Sunday-school   period, 

177 
Lessons  of  Bible  Study  Company, 

100 
Lessons,  the  Blakeslee,  too 
Lessons  of  Commission  Series,  96 
Lessons    of    the    Forward    Move- 
.  ment,  27 


228 


INDEX 


Lessons  of  the  International,  99 
Lessons  of  Joint  Diocesan,  97 
Lessons  of  University  of  Chicago 

Press,  10 1 
Lesson  period  uninterrupted,  165 
Librarian,  129 
Light     in     churches     and    parish 

houses,  46 

Manual  methods,  95,  160 

Manual  work,  director  of,  125 

Map-making  in  flat,  162 

Map-making  in  relief,  160 

Meetings  for  parents,  142 

Memory  work,  77 

Methods,  29 

Methods,  manual,  95 

Methods  for  rallying  the  school,  1 98 

Modelic  work,  163 

Modern  Sunday-school,  basis  of,  15 

Morning  Sunday-school  hour,  177 

Named  classes,  168 
National  Church  organized,  215 
National  ideals,  213 
New  scholars,  entry  of,  133 
New  teachers,  securing  them,  202 
New  York  Sunday-School  Commis- 
sion's Curriculum,  88-89 

Order  of  studies,  89 
Order  and  system,  106 
Organizations,  158 
Organization  of  church  school,  103 
Organized  church  of  the  nation,  215 

Pages,  135 

Paper  pulp,  use  of,  16 1 
Parents,  letter  to,  84 
Parents'  meetings,  142 
Pastor's  address  to  children,  178 
Parish  house,  circulation  in,  42 

Construction  of,  5 1 

Design  of,  42 

Doors  of,  55 

Floors  of,  52 

Stairs  of,  44 

Style  of,  40 
Parish  training  classes,  209 
Periods  in  child  life,  76 
Pictures  for  kindergarten  rooixii  62 


Plan  of  the  text-book,  95 

Plans  that  work,  15 1 

Pledges  to  weekly  attendance  at 
church  in  summer,  192 

Prayer  cards  for  the  different 
grades,  172 

Primary  grades,  32,  77 

Primary  room,  66 

Principal  of  church  school,  87,  1 13 

Principles  of  a  well-rounded  curric- 
ulum, 87 

Principles  of  grading,  78 

Private  worship  by  scholars,  170 

Progress  of  church  schools,  164 

Psychological  effect  of  the  text- 
book, 92 

Public  school  buildings,  use  of,  221 

Public  school  grading,  78 

Public  school  situation,  220 

Pupils,  arrangement  of,  30 

Rally  Day,  196 
Rally  Day  devices,  197 
Rallying  the  school,  198 
Readers'  bibliography,  224-225 
Reading  courses,  209 
Recommended    books    for  training 

classes,  210 
Rector's  address  to  children,  178 
Registrar,  116 
Religious    instruction    during    the 

week,  219 
Report  for  home,  141 
Report  secretary,  117 
Reward  systems,  179 
Rooms  for  classes,  53 
Rooms  for  clubs  in  parish  house,  58 
Rooms  divided  by  curtains,  57 
Room,  individual,  equipment  of,  67 
Room,  kindergarten,  62 
Room,  primary,  66 
Routine  system,  133 

Sample  circular  of  graded  school, 

80 
Sample  letter  to  parents,  84 
Scholars,  arrangement  of,  30 
Scholars,  private  worship  of,  170 
School,  aim  of,  104 
School  council,  131 
Schools,  graded,  25 


INDEX 


229 


School  organization,  103 

School  principal,  113 

Schoolrooms,  ventilation  of,  48 

School,  size  of,  105 

School  societies,  105 

School  for  training  teachers,  205 

School,  worst  weakness  of,  103 

Secretarial  force,  116 

Secretary,  general,  116 

Secretary,  report,  117 

Securing  new  teachers,  202 

Self-expression,  31 

Separate    rooms  for  Sunday-school 

classes,  24 
Sermon  to  children,  178 
Short  courses  in  summer,  190 
Size  of  school,  105 
Small  school,  how  to  grade  it,  85 
Social  spirit,  214 
Societies,  105,  158 
Source  method,  94 
Stairs  of  parish  house,  44 
Standard   teacher  training   course, 

206 
Starting  school  after  vacation,  196 
Stereopticon    lantern    in    Sunday- 
school,  182 
Studies,  order  of,  89 
Style  of  parish  house,  40 
Subjects     suggested    in    a    curric- 
ulum, 89 
Summer   assemblage   with  address 
to  whole  school,  190 

Bible  Readers'  League,  192 

Camps  for  Sunday-school  and 
choir,  193 

Church  attendance  pledge,  192 

Courses,  190 

Credits  for  home  study,  191 

Entertainments,  194 

Festivals,  194 

Hand-grips,  188 

Session  with  short  courses,  190 
Sunday-school  after  vacation,  196 

Buildings,  23 

Building,  equipment  of,  61 

Excursion,  193 

Follow-up  system,  200 

Grading,  79 

Length  of  period,  177 

In  the  morning,  177 


Organization,  103 

What  it  is,  19 

What  it  is  not,  16 

Worst  weakness  of,  103 
Superintendent,  of  absentees,  120 

Business  man,  108 

Talks  of,  178 

Work  of,  109 
Supplies,  custodian  of,  118 
System  for  absentees,  140 

Of  Commission  Lessons,  96 

Of  Joint  Diocesan  Lessons,  97 

Of  International  Lessons,  99 

Of  Bible  Study  Company  Les- 
sons, 100 

Of     University     of     Chicago 
Press  Lessons,  10 1 

And  order,  106 

Reward,  179 

Routine,  133 

Of  text  books,  93,  96 
Systematic  giving,  179 

Talks  to  children,  178 
Teachers,    how    to    get    them    to 
train,  202 

How  to  secure  those  who  are 
efficient,  202 

Individual  touch  of,  195 

Training  of,  28,  202 

Training  courses  for,  29 

Training,  types  of,  202 
Text-books,  best  system  of,  93 

Plan  of,  95 

Psychological  effect  of,  92 

And     systems    recommended, 
93.96 
Time   for    Sunday-school    to  meet, 

177 
Trained  teachers,  28 
Training  classes,  books  for,  210 

Extension  work  of,  207 
Training  course,  the  standard,  206 
Training  courses,  29 

School,  205 
Transferring     scholars    who    have 

moved,  200 
Treasurer,  125 
Types  of  teacher  training,  205 

Uninterrupted  lesson  period,  165 


230 


INDEX 


University  of  Chicago  Press,  graded 

lessons  of,  loi 
Unrest,  fever  of,  90 
Use  of  public  school  buildings,  220 

Vacations,  196 

Vacation   credits  in  other  schools, 

191 
Ventilation,  attendant  on,  126 
Of  schoolrooms,  48 


Walls,  their  equipment,  181 
Of  kindergarten  room,  62 
Week-day  church  schools,  220 

Religious  instruction  on,  219 
What  is  a  graded  school  ?  75 
What  the  Sunday-school  is,  19 
What  the  Sunday-school  is  not,  16 
Work  of  superintendent,  109 
Worship,  178 


Printed  in  the  United  States  of  America. 


THE  SUNDAY  SCHOOL  and  THE  CHILDREN 

A.   H.  McKINNEY,  Ph.D. 

Former   Secretary   N.    Y.   State    S.    S.    Association. 

Practical  Pedagogy  in  the  Sunday  School 

l6mo,  cloth,  net  50c. 

"The  principles  which  underlie  successful  teaching  are 
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Many  things  which  teachers  instinctively  find  out  for  them- 
selves are  here  supported  with  reasons,  and  every  teacher 
will   find    helpful    suggestions   which   are    new." — Watchman. 

H.  E.  CARMACK 

How  to  Teach  a  Sunday  School  Lesson 

i2mo.  cloth,  net  75c. 

New  ways,  new  methods,  new  plans  characterize  this 
new  work  which  reflects  the  spirit  of  our  progressive  age. 
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subject  of  lesson  teaching. 

RAY  CLARKSON  MARKER 

The  Work  of  the  Sunday  School 

A  Manual  for  Teachers.    i2mo,  cloth,  net  $1.00. 

Fresh,  original,  stimulating,  this  book  is  the  product 
of  research,  study  and  thought.  Because  of  its  inspirational 
character,  it  will  impart  a  new  impetus  to  Sunday  School 
workers.  The  book  was  inspired  by  lectures  delivered  by  Mr. 
Barker   at    Summer   Assemblies    and   Chautauquas. 

BA  SIL  MA  THE  WS,  M.  A. 

The  Fascinated  ChUd 

A  Quest  for  the  Child  Spirit  and  Talks  with  Boys 
and  Girls.     i2mo,  cloth,  net  $1.00. 

A  book  for  the  parent,  teacher  and  minister.  Part  I, 
Wbnder  and  the  Hero,  or  the  Quest  for  the  Child  Spirit. 
In  Pari  II,  Talks  With  the  Children.  Part  III,  Primary 
'lalks. 

ALBERT  C.  MACKINNON,  M.A. 

The  Bible  Zoo 

Talks  to  Children  about  the  Birds,  Beasts  and  In- 
sects of  the   Bible.     i2mo,  cloth,  net  $1.00. 

The  author  says  in  his  foreword,  "Come  with  mc,  chil- 
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ture  As   we   take    our   walk   through   these    Bible   grounds 

I  want  you  to  listen  to  all  the  sermons  preached  to  us  by 
the  inhabitants  of  this  zoo."  "The  "Zoo"  contains  "the  Bird 
House,"  "the  Insect  House,"  "the  I^ion  House"  and  "the 
Outside  Paddock." 


THE  BLACKBOARD 


Pencil  Points  for  Preacher  and  Teacher 

A  Second  Volume  of  Blackboard  and  Object 
Teaching. 

By  Rev.  R.  F.  Y.  Pierce.  2d  Edition,  Illus- 
trated, Cloth. net  1.26. 

"A  useful  volume  by  the  recognized  exponent  of  the 
art  of  conveying  Scripture  truth  by  means  of  blackboard 
sketches  and  object  lessons.  Crowded  with  illustra- 
tions of  blackboard  drawings  and  suggestions,  and 
forms  a  fitting  companion  to  his  popular  book  'Pictured 
Truth.'  "—Westminister. 

Pictured  Truth 

A  Handbook  of  Blackboard  and  Object  Teach- 
ing. By  R.  F.  Y.  Pierce.  With  Illustrations 
by  the  author.    3d  Edition.    Cloth,        -     1.26. 

"  The  blackboard  in  the  Sunday  School  may  be  en- 
riched readily  in  its  diversified  Sunday  use  by  the  study 
of  such  a  book." — Congregationalist, 


Chalk 

What  We  Can  Do  With  It  Practical  Work 
with  Chalk  and  Blackboard.  By  Mrs.  Ella  N. 
Wood.    2d  Edition.     Illustrated,      -      net  .76. 

"  Mrs.  Wood  helps  every  one,  in  this  book,  who  has 
anything  to  do  with  the  education  of  children,  to  make 
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to  hold  their  boys  and  girls ;  it  will  be  invaluable  t*" 
Junior  Endeavor  superintendents  and  Primary  Sundi^ 
school  teachers." — C.  E,  World, 


Children's  Meetings 

And  How  to  Conduct  Them.  By  Lucy  J.  Rider 
and  Nellie  M.  Carman.  With  Lessons,  Out- 
lines, Diagrams,  Music,  etc.  Introduction  by 
Bishop  Vincent.  Cloth,  -  -  net  1.00. 
Paper, net  .50. 

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teach  the  leader  to  talk  with  children,  to  encourage  the 
memorizing  of  Bible  verses,  and  to  make  use  of  thtt 
lessons  from  nature."— C.  E.  World. 


ILLUSTRATIVE  HINTS 
Studies  in  the  Art  of  Illustration 

By  Amos  R.  Wells.    2d  Edition,     -     net  1.2i. 

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ipeaker,  is  a  guarantee  of  homiletic  value."— /w/^riW-, 

Object  Lessons  for  Junior  Work 

By  Ella  N.  Wood.  4th  Edition,  16mo,  Cloth,  .60. 

"  It  is  just  the  book  for  which  workers  have  been 
asking.  A  child  cannot  remember  a  talk  or  a  sermon, 
but  he  will  remember  an  object  and  the  lessons  that  the 
object  taught." — Christian  Endeavor  World, 

Object  Sermons  in  Outline 

By  C.  H.  Tyndall,  Ph.  D.  With  an  introduction 
by  Rev.  A.  F.  Schauffler,  D.  D.  4th  Edition. 
Illustrated,  12mo,  Cloth,       -       -       -        1.00. 

"The  lessons  are  well  conceived  and  worked  out 
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Windows 

Gospel  Lights  for  Gospel  S.  bjects.  By  Sarah 
Geraldina  Stock.    Illustrated,  Cloth,       -     .60. 

"These  windows  let  in  a  flood  of  light,  whereby 
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minds."— iV.  Y.  Observer, 

Attractive  Truths  in  Lesson  and  Story 

By  Mrs.  A.  M.  Scudder.  Introduction  by 
F.  E.  Clark,  D.D.   3d  Edition,  8vo,  Cloth,  1.26. 

^  This  book  occupies  a  new  field,  and  occupies  it 
weH,  No  other  book  in  the  language,  so  far  as  we  know, 
has  even  attempted  just  this  task."— Cir/V/^ais  Ef¥ 
World, 


THE  SUPERINTENDENT 


How  to  Conduct  a  Sunday  School 

By  Marion  Lawrance,  General  Secretary  of  the 

International  Sunday  School  Association. 

6th  Edition,  12mo,  Cloth,        -       -       net  1.25. 

"Every  superintendent,  teacher,  pastor,  ofl5cer, 
should  own  it.  A  perfect  mine  of  hints  ana  plans  from 
the  most  experienced  Sunday  school  leader  of  the  day." 
—Sunday  School  Times. 

"  Packed  full  of  useful  information.  Filled  with 
details,  specific  and  practical,  for  which  a  host  of  work- 
ers have  longed  and  prayed." — Examiner, 

The  Modem  Sunday  School  in 
Principle  and  Practice 

By  Henry  F.  Cope.    12mo,  Cloth,    -     net  1.00. 

By  the  General  Secretary  of  the  Relig^'ous  Education 
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both  with  primary,  adolescent  and  adult  grades. 

Sunday  School  Success 

By  Amos  R.  Wells.  12mo,  Cloth,  Gilt  Top,  1.26. 

"  The  author  writes  from  his  rich  fund  of  knowledge 
and  wisdom  gained  by  personal  experience  in  practical 
Sunday  school  work.  For  Sunday  school  teachers  and 
superintendents  it  is  the  best  hand-book  on  methods  of 
work  and  mastery  of  difficulties  we  have  yet  seen.  It 
is  interesting.  There  is  not  a  dull  chapter  in  it." — 
Evangelical  Messenger. 

Pastoral  Leadership  of  Sunday 
School  Forces 

By  A.  F.  Schauffler,  D.D.    12mo,  Cloth,  net  .50. 

The  book  is  the  outcome  of  the  experience  of  he 
who  today  is  perhaps  the  leading  exponent  of  practical 
Sunday  school  work  in  its  entirety  and  detail. 

The  Modem  Superintendent 

and  his  Work.  By  J.  R.  Pepper,  16mo, paper,  .16. 
A  wealth  of  suggestion  in  most  compact  form. 


Date  Due 

Mr  i?7  •! 

^ 

JA  19^54 

' 

— _^ 

^ 

Princeton  Theolog  cal                               Library                              ^^^^^^^^^^| 

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